id: 06460752
dt: j
an: 2015d.00927
au: Mäntylä, Terhi; Hämäläinen, Ari
ti: Obtaining laws through quantifying experiments: justifications of
pre-service physics teachers in the case of electric current, voltage
and resistance.
so: Sci. Educ. (Dordrecht) 24, No. 5-6, 699-723 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: M59 D39
ut: modeling; experimental mathematization; mathematics and physics;
mathematical language
ci:
li: doi:10.1007/s11191-015-9752-z
ab: Summary: The language of physics is mathematics, and physics ideas, laws
and models describing phenomena are usually represented in mathematical
form. Therefore, an understanding of how to navigate between phenomena
and the models representing them in mathematical form is important for
a physics teacher so that the teacher can make physics understandable
to students. Here, the focus is on the “experimental
mathematization," how laws are established through quantifying
experiments. A sequence from qualitative experiments to mathematical
formulations through quantifying experiments on electric current,
voltage and resistance in pre-service physics teachers’ laboratory
reports is examined. The way students reason and justify the
mathematical formulation of the measurement results and how they
combine the treatment and presentation of empirical data to their
justifications is analyzed. The results show that pre-service physics
teachers understand the basic idea of how quantifying experiments
establish the quantities and laws but are not able to argue it in a
justified manner.
rv: