Design of Non-Formal Activities on Concepts and Phenomena about Magnetism for Secondary Education

PDF (ελληνικά)
Published: Apr 7, 2025
DOI: https://doi.org/10.12681/codiste.7814
Keywords:
teaching intervention (TI) Inquiry-Based Learning magnetism
Foteini Tsereli
Aristotle University of Thessaloniki
Anastasios Molochidis
Aristotle University of Thessaloniki
Abstract

Μagnetism, a phenomenon that is apparent in our daily life, often seems to be challenging to be conceived by students due to its abstract and complex concepts. This paper presents the methodology followed to design and develop non formal activities for the introduction of high school students in a science club to concepts and phenomena of magnetism. The main goal is the didactic transposition of magnetism in order to create an inquiry-based learning environment. This didactical intervention will be completed with a visit to the Laboratory of Magnetism & Magnetic Materials at School of Physics, where students will have the opportunity to carry out experiments related to the concepts they have studied but also to get to know a research center.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Ζουπίδης, Α. (2012). Διδασκαλία και μάθηση με τη χρήση μοντέλων φυσικών επιστημών και τεχνολογίας: εφαρμογή στα φαινόμενα της πλεύσης και της βύθισης [Αδημοσίευτη Διδακτορική Διατριβή] Πανεπιστήμιο Δυτικής Μακεδονίας. Ανακτήθηκε στις 6 Δεκεμβρίου 2024 από: https://www.didaktorika.gr/eadd/handle/10442/28076
Afra, N. C., Osta, I., & Zoubeir, W. (2009). Students' alternative concepts about electricity and the effect of inquiry-based teaching strategies. International Journal of Science and Mathematics Education, 7(1), 103-132. https://doi.org/10.1007/s10763-007-9106-7
Borges, A. T., & Gilbert, J. K. (1998). Models of magnetism. International Journal of Science Education, 20(3), 361–387. https://doi.org/10.1080/0950069980200308
Boudreaux, A., Shaffer, P. S., Heron, P. R., & McDermott, L. C. (2008). Student understanding of control of variables: Deciding whether or not a variable influences the behavior of a system. American Journal of Physics, 76(2), 163-170. https://doi.org/10.1119/1.2805235
Burgoon, J. N., Heddle, M. L., & Duran, E. (2010). Re-examining the similarities between teacher and student conceptions about physical science. The Journal of Science Teacher Education, 22(2), 101–114.https://doi.org/10.1007/s10972-010-9196-x
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS, 5(88-98). Ανακτήθηκε στις 6 Δεκεμβρίου 2024 από: https://fremonths.org/ourpages/auto/2008/5/11/1210522036057/bscs5efullreport2006.pdf
Chatterjee, H. J., & Hannan, L. (Επιμ.). (2015). Engaging the senses: object-based learning in higher education. Ashgate Publishing, Ltd. ISBN 9780815399575
Dufresne, R. J., & Gerace, W. J. (2004). Assessing-to-learn: Formative assessment in physics instruction. The Physics Teacher, 42(7), 428-433. https://doi.org/10.1119/1.1804662
Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction–A framework for improving teaching and learning science. Στο D. Jorde, J. Dillon, (επιμ.) Science education research and practice in Europe. Cultural Perpectives in Science Education, 5. 13-37. https://doi.org/10.1007/978-94-6091-900-8_2
Eick, C., Meadows, L., & Balkcom, R. (2005). Breaking into inquiry: Scaffolding Supports Beginning Efforts to Implement Inquiry in the Classroom. The Science Teacher, 72(7), 49-53
Griffith W.T., Brosing J. W. (2009). The Physics For Everyday Phenomena A Conceptual Introduction to Physics, 7η Εκδ. United State: Mc Graw Hill, p. 282. ISBN: 978-0073512204
Guisasola, J., Almudi, J. M., & Zubimendi, J. L. (2004). Difficulties in learning the introductory magnetic field theory in the first years of university. Science Education, 88(3), 443–464 https://doi.org/10.1002/sce.10119
Lemmer, M., Kriek, J., & Erasmus, B. (2020). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50, 375-392. https://doi.org/10.1007/s11165-018-9693-z
Michelini, M., & Vercellati, S. (2012). Pupils explore magnetic and electromagnetic phenomena in CLOE labs. Latin American Journal of Physics Education, 1(10), 10-15. Ανακτήθηκε στις 20/2/25 από: https://www.fisica.uniud.it/~vercellati/Articoli/Latin_American_Journal_Vercellati.pdf
Pek, L. S., Khusni, H. K., Yob, F. S. C., Zaid, N. N. M., Ne’matullah, K. F., Mee, R. W. M., & Azli, N. S. S. (2024). Children's Literacy Skills Development through Non-Formal Education: A Scoping Review. Journal of Education and Learning (EduLearn), 18(4), 1505-1513. Ανακτήθηκε στις 20/2/25 από: https://eric.ed.gov/?id=EJ1442521