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PCK research based module: formation of prospective primary teachers on energy

Research-based module on energy for prospective primary teachers to promote competences in teaching and understanding energy concepts.

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PCK research based module: formation of prospective primary teachers on energy

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  1. PCK research based module: formation of prospective primary teachers on energy Marisa Michelini, Alberto Stefanel ResearchUnit in PhysicsEducation Department of Chemistry, Physics, Environment Via delle Scienze 206, 33100 Udine University of Udine, Italy marisa.michelini@uniud.it, alberto.stefanel@uniud.it,

  2. Introduction Primary Teacher education is a challenge through which passes the formation to an integrated scientific culture of the future generation. In the perspective of the PCK [1], the cultural aspects, the conceptual and professional ones have to be integrated [2]. [1] Shulman, L S (1986), Educational Researcher, Vol. 15, No. 2. (Feb., 1986), pp. 4-14. [2] Abell 2006.

  3. Introduction From the wide spectrum of research results it emerges that elementary school teacher education requires a significant integration between the specific subject matter and pedagogical field. (Patchen, Cox-Peterson 2008; Schwartz 2009). In particular, knowledge of conceptual difficulties and of teaching methods is necessary. (Corni et al 2003; Viennot 2003; Abd-El-Khalick et al 2004).

  4. Introduction • Relevant open questions remaining: • how to promote competences related to teach phenomenological exploration, modeling and building formal thinking • how to construct competences in recognizing student learning paths and processes • (Baxter, Ledermann 1999; Park, Oliver 2008). • how to test the PCK developed by teachers (Corni et al 2003; Samarapungavan et al 2008).

  5. Introduction As a result of a research conducted over several years involving more than 300 PPTs [1-2] and performed in the context of the Girep-Group on energy [3-4], a formative module on energy has been designed and experimented with a group of 114 Prospective Primary Teachers (PPT) of the degree in science of primary education at the University of Udine, in the academic year 2011-2012. [1] Heron P. Michelini M, Stefanel, A (2011) Evaluating PCK of energy, Girep-2011 Vol II, 147-161. [2] Stefanel A., Michelini M., Santi L. (2012) GIREP_EPEC, Istanbul. [3]Eylon B S, Heron P R L, Lehavi Y, Michelini M, Stefanel A (2011) GIREP-ICPE-MPTL- Reims [4] Michelini M, Heron P, McDermott L C (2012) Teaching and learning the concept of energy, symposium report in the Paper of World Conference on Physics Education- Istanbul 2012

  6. Introduction • The module includes two parts: • in the first part (CK part), a traditional approach to the concept of energy was proposed starting from the concept of work (stressing some points); • in the second part a PCK laboratory integrated • the analysis of a teaching/learning proposal based on experimental exploration and inquiry strategy by means of tutorials [1] • the analysis of the main conceptual knots emerging from literature [2]. [1] P Heron – M Michelini – A Stefanel (2008, 2009) [2] Millar, R. (2005). Teaching about energy. Dep. of Educ. Paper 2005/11. York Univ.

  7. Introduction In this communication: will be presented data documenting how change and are progressively construct the CKs and related PCKs by PPTs. • Data were collected by • worksheets used during the laboratory • the CK-PCK questionnaires • the educational paths designed by PPT at the end of the formative module • the final exam questionnaire Qualitative analysis of the PPT open answers and sentences

  8. THE research based PATH ON ENERGYpreviously developed and experimented in primary schoolP Heron – M Michelini – A Stefanel (2008, 2009) • Active role of pupils: the sequence is the result of the way in which ideas and reflections are developed around many activities that allow students to experiment • The apparatuses consisted of toys or inexpensive, easy-to-find, familiar and engaging materials • Strategy: PEC • Methods and tools: Tutorial worksheets

  9. the 6 MAJOR goals • Students should : • know that different types of energy exist (kinetic energy; potential energy; internal energy; energy associated with light) [...not forms] • recognize that energy is a property of a system in a particular condition (a state property, described in everyday terms) [not a substance … gasoline] • be able to identify the transformation of energy in everyday processes and in some other significant examples related to large-scale energy production • know how some types of energy (or at least changes in energy) can be observed and measured • understand the meaning of energy conservationThe principle of energy conservation is hinted at, but not stressed • be aware of the different forms of internal energy • The concept of work is not introduced

  10. The research based Educational path • Approach: We start with forms of energy that are familiar to students, using them as the basis from which we could gradually “grow” a larger set of phenomena associated with energy through a succession of small steps. The bounching ball and the falling energy..... ..the falling energy was transformed into the rotational kinetic energy of the wheel • Internal energy of food and of human body From internal body energy to the kinetic energy of the bicycle

  11. ...the elastic potential energy The energy of the light The dynamo and torch … as transformer of energy of human body Different ways to change internal energy

  12. PCK –lab structure in 2011-12 • 1st part: CK course approachingto the concept of energystartingfrom the concept of work • Ck_PCK Questionnaire (1st administration) • 2nd part: PCK lab: • Task 1 - List the concepts you consider important about Energy learning (10 min) • Task 2 – Identify the critical questions in learning process (10 min), explaining the choices made (10 min) • Discussion on the research based Educational Path (Heron, MicheliniStefanel2008)(60 min) • Task3. Revise the list of Task 1 (30 min) • Group discussion: re-elaboration of the individual tasks 1-3 (30 m) • Ck_PCKQuestionnaire (2st administration) • Plan a curricular intervention on energy • Exam (Written questionnaire: including part A CK-PCK questionnaire) PCK-lab

  13. The monitoring materials • The CK-PCK questionnaire (administered after the CK part of the module, at the beginning of the PCK lab): • Part A - focused on the way in which the PPTs discuss expression as conserve, transform, lost energy passing from the everyday meaning of these expressions to their scientific meaning • Part B - typical educational situations, concerning the conceptual knots on energy • (i.e. energy associated to human or living being, as fuel-like substance which is possessed by living things [3-5]; energy possessed only by moving objects [2-6] or as product of some process and existing only during this process [2,4,7] transformation of energy and process [3, 5, 7-8]. [5] Trumper, R. (1993). I.J.S.E. 15(2), 139-148 [6] Stead, B. (1980). Energy. WP No.17, University of Waikato [7] Duit, R. (1984). Physics Education, 19, 59-66. [8] Carr, M. and Kirkwood, V. (1988). Phys. Ed., 23 (2) pp. 86-91. [1] Solomon, J. (1983). Europ. J.. of Science Education, 5(1), 49-59 [2] Watts, D.M. (1983). Physics Education, 18, 213-217. [3] Watts, M., Gilbert, J. K. (1983). Guildford: Educational Studies [4] Nicholls, G. and Ogborn, J., 1993. IJSE, 15, 73-81.

  14. Questionnaire design and structure First Part Q1. What do you know about Energy? Q2. As far as you know, are there things that make energy? Q3. As far as you know, are there things that have/posses energy? Q4. Is energy conserved? In your answer explain in what is meant by “conserved/not conserved” Q5. Can energy be transformed? Explain, giving two examples Q6. Can energy be lost? Explain, giving two examples Q7. What types of energy do you know about? Q8. Can energy be transferred? Explain, giving two examples Q9. Illustrate three examples of energy transformation

  15. Second part: example of PCK-item In an interview in class the question is asked: " As far as you know, are there body that make energy?” Three children respond as follows: Giuseppe: "energy is not possessed by bodies, but is only developed in the instant in which it is produced as in the explosion of a bomb Davide: energy is possessed by some bodies such as fuel, heater, radiators, the sun, the water of a river Sara: energy is possessed by bodies when they move or when they do something " 1. What are the problematic knots that each of the answers put in the field? 2. What activities can be proposed to children to deal with each of the individual knots?

  16. In previous experimentations: before any formation. Q1 What do you know about Energy before lab Heron, Michelini, Stefanel (2012)

  17.  In the present study Answers at the end of the CK part of the course and before the PCK lab. Q1 What do you know about Energy • Answers: Criteria to identifyenergy: • 60% - 3 criteria • 30% - 2 criteria • 10% - 1 criteria

  18. Answers at the end of the CK part of the course and before the PCK lab. Q1 What do you know about Energy • Answers: • Criteria to identify energy: • 60% - 3 criteria • 30% - 2 criteria • 10% - 1 criteria Changes in the answers after the discussion of the reference path: New elements stressed 60% : no sources --> sites of transformation 32%:: energy as property of state of all bodies 25%: also still bodies posses energy (pot or int) 17%: body in movement kin en

  19. Answers in the final examinations. Q1 What do you know about Energy • Answersfinal: exam • Criteria to identifyenergy: • 80% - 3-4 criteria • 20% - 2 criteria Answers pre lab: Criteria to identify energy: 60% - 3 crit.; 30% - 2 crit.; 10% - 1 crit.

  20. Answers at the end of the CK part of the course and before the PCK lab. Q2. As far as you know, are there things that make energy? NO phenomena systems YES quantities

  21. Answers at the end of the CK part of the course and before the PCK lab. Q2. As far as you know, are there things that make energy? Answers after the discussion of the reference path: New element stressed 57% : sourcestrasnformation ways-sites “if you could make energy, there would be no conservation. Sources: central of different types; wind (forms of conversion)” 43%: “yes or at least systems having the properties with which you can produce energy (Sun)”

  22. Answers in the final examination Q2. As far as you know, are there things that make energy? After PCK lab Before PCK lab

  23. PCK - ITEM " As far as you know, are there body that make energy?” Giuseppe: "energy is not possessed by bodies, but is only developed in the instant in which it is produced as in the explosion of a bomb Davide: energy is possessed by some bodies such as fuel, heater, radiators, the sun, the water of a river Sara: energy is possessed by bodies when they move or when they do something " Q1. What are the problematic knots that each of the answers put in the field? Q2. What activities can be proposed to children to deal with each of the individual knots? Before PCK lab After first stage of PCK lab 79% answer Q1 22% answer Q2 100% answer Q1 53% answer Q2

  24. Giuseppe: "energy is not possessed by bodies, but is only developed in the instant in which it is produced as in the explosion of a bomb Answer after 1s stage lab Answer before lab Before lab: Difficulty in conceiving work  in internal en; G. fails to understand that, regardless of the explosion process, the bodies has it own energy PPT 1 PPT 2 It is not true that EN is held before the explosion Energy is possessed by all body Davide: energy is possessed by some bodies such as fuel, heater, radiators, the sun, the water of a river Answer before lab Answer after 1s stage lab PPT 4 Heat Transformation, conservatione and lost PPT 5 It is wrong: all bodies posses energy Energy is possessed by all bodies

  25. Sara: energy is possessed by bodies when they move or when they do something Answer after 1s stage lab Answer before lab PPT 6 energy is always present. transform and transfer [energy] , kinetic energy PPT 7 mouvement PPT 8 Sara says one thing right: that the bodies moving en producing, but all bodies are the systems. it is true that in motion it produces energy, but all bodies are the systems that produce power even when stationary.

  26. Issues considered important in teaching/learning Change A - Operational definition of energy; conservativity/transformability/examples/types B - Types/forms (including KE, EP); Transfomability or conservation C- Standard definition/types/conservation or transformation D - Identification of energy just in a specific way (types) E – Need to construct an operative definition

  27. Main Results • From reflection on PCK questions – Gain in : • CK competences (distinction between types and forms of energy; concepts of energy transformation, conservation, transfer, lost); • PCK competences: knowledge on energy pupils ideas and related learning knots; operative/explorative approach to energy introduction with pupils. • A scientific point of view on energy is reached after Group Work: the group work documents are better than the union of the single one produced by individual work, • From Educational projects on energy. Introduction of an operative approach to energy vsa descriptive approach to energy forms production

  28. CONCLUDING REMARKS These activities appear to be useful in Teacher Education for professional development • Reflection on relevant concepts and knots from different perspectives (CK – PCK) • Offer research based IBL Educational path analysis and discussion • Group work discussion of concepts and knots • PCK questionnaires (Conceptual CK and ntegration with PCK) • Attention and Reflection on pupils reasoning • Coherence in Teaching/Learning path planning • Implementing microteaching monitoring learning processes • Cooperative discussion on each task and experience Thank you !!! Questions? marisa.michelini@uniud.it, alberto.stefanel@uniud.it

  29. Bibliography •Corni, F., Michelini, M., Stefanel, A. (2004) Strategies in formative intervention modules for physics education of primary school teachers,in “Quality development in teacher education and training”, M.Michelini ed., Udine: Forum, 382. •Heron, P., Michelini M., StefanelA. (2008) Teaching and learning the concept of energy in primary school, in Physics Curriculum Design, Development and Validation, Costantinou C. ed. •Heron P, Michelini M, Stefanel A (2009) Teaching and learning the concept of energy at 14 years old, in FISER09, sel. Contrib. Famagusta 2009, Garip M. et al. Eds, Famagusta: E.M.U, p. 231-240 •Heron P. Michelini M, Stefanel, (2011) A Evaluating pedagogical content knowledge of energy of prospective teachers, Rogers L. et al., Community and Cooperation, GIREP-EPEC & PHEC Conference 2009 Selected Paper Book •Kirkwood, V. M., Bearlin, M. , Hardy, T. (1989). New approaches to the in-service education in science and technology of primary and early childhood teachers. Research in Science Education, 19, 174-186 •KouhilaM,. (2000) Formation en épistémologie de la physique à l’ENS, Didaskalia(17) 173-202 •Kruger C. (1990) Some primary teachers’ ideas about energy, Phys Educ25, 85-91 •McDermott L. (1991), Millikan lecture 1990: What we teach and what is learned, AJP,(59)301-315 •Michelini M. (2003), New approach in physics education for primary school teachers: experimenting innovative approach in Udine University, in Inquiries into European Higher Education in Physics, H. Ferdinande, E. Valcke, T. Formesyn eds., European Physics Education Network (EUPEN), vol.7, p.180. •Michelini M. ed. (2004), Quality Development in the teacher Education and Training. GIREP Udine, Forum •NersessianN. (1995), Constructive Modelingin Doing and Learning Physics, in C. Bernardini, C. Tarsitani, M. Vicentini eds., New York: Plenum Press, pp. 77-95. •ShulmanL.S. (1986) Those Who Understand: Knowledge Growth in Teaching, Educ. Res., 15 (2) (Feb., 1986), pp. 4-14. •Spirtou, A., Koumaras, P. (1994). Educating primary teachers in science: The case of energy. In P. •ViennotL. (1995),The contents of Physics: essential elements, common view, in Thinking Physics for Teaching, C Bernardini, C Tarsitani, M Vicentini eds., New York: Plenum Press. • Eylon B S, Heron P R L, Lehavi Y, Michelini M, Stefanel A (2011) GIREP-ICPE-MPTL- Reims • Michelini M, Heron P, McDermott L C (2012) Teaching and learning the concept of energy, symposium report in the Paper of World Conference on Physics Education- Istanbul 2012

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