Teaching nonscience majors about electromagnetic radiation

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We discuss the theoretical underpinnings that informed the considerations and decisions that shaped the design of a curriculum unit entitled “Electromagnetic radiation—principles, applications, and decision...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Shulamit Kapon, Hagar Veksler
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/554401edda1e43b3b61d1c3c762d66f3
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:554401edda1e43b3b61d1c3c762d66f3
record_format	dspace
spelling	oai:doaj.org-article:554401edda1e43b3b61d1c3c762d66f32021-12-02T14:09:02ZTeaching nonscience majors about electromagnetic radiation10.1103/PhysRevPhysEducRes.16.0201412469-9896https://doaj.org/article/554401edda1e43b3b61d1c3c762d66f32020-12-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.020141http://doi.org/10.1103/PhysRevPhysEducRes.16.020141https://doaj.org/toc/2469-9896[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We discuss the theoretical underpinnings that informed the considerations and decisions that shaped the design of a curriculum unit entitled “Electromagnetic radiation—principles, applications, and decisions”. This unit is part (45 h) of the compulsory general science requirement for the Israeli high school matriculation curriculum in science for students who choose not to major in any scientific discipline. Its goal is to develop scientific literacy rather than expertise. During the problematizing phase that preceded the design we identified two challenges presented by the formal goal of the unit and its target audience: (i) how to foster meaningful engagement on the part of diverse groups of “outsiders to science” with complex scientific content such as electromagnetic radiation, (ii) how to translate scientific and engineering findings related to a complex phenomenon such as electromagnetic radiation, which emerge within a context of specialized knowledge and vocabulary, into lay language without corrupting their meaning. The first section of this article explores these questions through a theoretical discussion of (i) relevance, personal relevance, and meaningfulness; (ii) the implications of pursuing personal relevance on the meaning ascribed to scientific literacy of nonscientists, and the ways to support its development in school; and (iii) the ways in which personal relevance comes to bear on the choice of content and explanatory means. We then illustrate how these theoretical principles and insights were translated into curriculum design.Shulamit KaponHagar VekslerAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 2, p 020141 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Shulamit Kapon Hagar Veksler Teaching nonscience majors about electromagnetic radiation
description	[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We discuss the theoretical underpinnings that informed the considerations and decisions that shaped the design of a curriculum unit entitled “Electromagnetic radiation—principles, applications, and decisions”. This unit is part (45 h) of the compulsory general science requirement for the Israeli high school matriculation curriculum in science for students who choose not to major in any scientific discipline. Its goal is to develop scientific literacy rather than expertise. During the problematizing phase that preceded the design we identified two challenges presented by the formal goal of the unit and its target audience: (i) how to foster meaningful engagement on the part of diverse groups of “outsiders to science” with complex scientific content such as electromagnetic radiation, (ii) how to translate scientific and engineering findings related to a complex phenomenon such as electromagnetic radiation, which emerge within a context of specialized knowledge and vocabulary, into lay language without corrupting their meaning. The first section of this article explores these questions through a theoretical discussion of (i) relevance, personal relevance, and meaningfulness; (ii) the implications of pursuing personal relevance on the meaning ascribed to scientific literacy of nonscientists, and the ways to support its development in school; and (iii) the ways in which personal relevance comes to bear on the choice of content and explanatory means. We then illustrate how these theoretical principles and insights were translated into curriculum design.
format	article
author	Shulamit Kapon Hagar Veksler
author_facet	Shulamit Kapon Hagar Veksler
author_sort	Shulamit Kapon
title	Teaching nonscience majors about electromagnetic radiation
title_short	Teaching nonscience majors about electromagnetic radiation
title_full	Teaching nonscience majors about electromagnetic radiation
title_fullStr	Teaching nonscience majors about electromagnetic radiation
title_full_unstemmed	Teaching nonscience majors about electromagnetic radiation
title_sort	teaching nonscience majors about electromagnetic radiation
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/554401edda1e43b3b61d1c3c762d66f3
work_keys_str_mv	AT shulamitkapon teachingnonsciencemajorsaboutelectromagneticradiation AT hagarveksler teachingnonsciencemajorsaboutelectromagneticradiation
_version_	1718391906942058496

Teaching nonscience majors about electromagnetic radiation

Ejemplares similares