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dc.contributor.authorSusman, Katarinaen
dc.contributor.authorPavlin, Jernejaen
dc.contributor.authorČepič, Mojcaen
dc.coverage.spatialCY - Λευκωσίαen
dc.date.accessioned2016-01-22T09:44:38Z
dc.date.available2016-01-22T09:44:38Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/10797/14488en
dc.descriptionΠεριέχει το πλήρες κείμενοel_GR
dc.description.abstractThe teachers’ prior practice indicates that the conceptual understanding of buoyancy among lower secondary school students is often deficient. Therefore we introduced a new teaching sequence in which students are actively involved and they experience a cognitive conflict. Pre-test analysis shows that students are acquainted with the definition of buoyancy, but their understanding of the phenomenon is rather weak. To expand their conceptual understanding, we designed the activities in such way that students experience buoyancy as a relevant concept for daily life. The proposed student activities are based on team work, hands-on experiments and discussions. The aim of the new approach is to gradually expand students’ understanding of buoyancy based on their intuitive notions and pre-knowledge. This context-based approach aims to bring the students’ learning closer to their own experiences and share characteristics that make the learning of physics more meaningful. The results of the new approach are evaluated by semi-structured interview.en
dc.language.isoengen
dc.publisherUniversity of Cyprusen
dc.rightsinfo:eu-repo/semantics/openAccessen
dc.sourceCurriculum evaluationen
dc.titleIt seems easy to float, but is it really? Α Teaching unit for buoyancyen
dc.typeinfo:eu-repo/semantics/conferenceObjecten
dc.subject.uncontrolledtermBuoyancyen
dc.subject.uncontrolledtermConceptual understandingen
dc.subject.uncontrolledtermCognitive conflicten
dc.subject.uncontrolledtermSchool activitiesen
dc.contributor.conferenceorganizerDepartment of Educational Science, University of Cyprusen


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