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Comics in modern physics: Learning blackbody radiation through quasi-history of physics

Yıl 2017, Cilt 1, Sayı 1, 41 - 59, 27.12.2017

Öz

The purpose of this study is to create a short comic story about historical emergence of Planck’s explanation of blackbody radiation and to investigate what students learn from it and what they think about the usage of comics in modern physics course. The participants are a small group of undergraduate students studying at department of science education who attend modern physics course in sophomore year. A short comic story about blackbody radiation was created with quasi-historical approach that is defined as re-ordering and re-organizing scientific theories to make sense within historical framework. The comic story was implemented to the participants with a series of open-ended questions. Data were analyzed with qualitative content analysis. Results showed that students have several preconceptions about blackbody radiation before implementation. In addition, it was observed that wrong answers of some students evidently decreased after the implementation of comic story. Moreover, students seemed to enjoy instructional comic story due to its context-based nature, entertaining atmosphere and informal language. On the other hand, students did not report any opinions about the quasi-historical content of the comic story. Therefore, it was concluded that medium characteristics of comics dominate content characteristics of it.

Kaynakça

  • Allchin, D. (2004) Pseudohistory and Pseudoscience. Science & Education, 13(1), 179-195.
  • Baily C. & Finkelstein, N. D. (2010) Teaching and Understanding of Quantum Interpretations in Modern Physics Courses. Physical Review Special Topics Physics Education Research, 6(1), 1-11.
  • Brush, S. G. (2000) Thomas Kuhn as a Historian of Science. Science & Education, 9(1), 39-58.
  • Galili, I. & Hazan, A. (2001) Experts’ Views on Using History and Philosophy of Science in the Practice of Physics Instruction. Science & Education, 10(1), 345-367.
  • Jee, B. D., & Anggoro, F. K. (2012). Comic cognition: exploring the potential cognitive impacts of science comics. Journal of Cognitive Education and Psychology, 11(2), 196.
  • Leite, L. (2002) History of Science in Science Education: Development and Validation of a Checklist for Analyzing the Historical Content of Science Textbooks. Science & Education, 11(4), 333-359.
  • Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. TESOL quarterly, 38(2), 225-243.
  • McKagan, S. B., Perkins, K. K. & Wieman, C. E. (2006) Reforming a Large Lecture Modern Physics Course for Engineering Majors Using a PER-based Design. In Proceedings of the 2006 Physics Education Research Conference, Syracuse, NY. Retrieved from http://www.colorado.edu/physics/EducationIssues/papers/McKaganPERCproceedings2006.pdf
  • Seroglou, F. & Koumaras, P. (2001) The Contribution of History of Physics in Physics Education: A Review. Science & Education, 10(1), 153-172.
  • Tatalovic, M. (2009) Science Comics as Tools for Science Education and Communication: a Brief Explanatory Study. Journal of Science Communication, 8(4), 1-17.
  • Whitaker, M. A. B. (1979) History and Quasi-history in Physics Education – Part 1. Physics Education, 14(1), 108-112.

Yıl 2017, Cilt 1, Sayı 1, 41 - 59, 27.12.2017

Öz

Kaynakça

  • Allchin, D. (2004) Pseudohistory and Pseudoscience. Science & Education, 13(1), 179-195.
  • Baily C. & Finkelstein, N. D. (2010) Teaching and Understanding of Quantum Interpretations in Modern Physics Courses. Physical Review Special Topics Physics Education Research, 6(1), 1-11.
  • Brush, S. G. (2000) Thomas Kuhn as a Historian of Science. Science & Education, 9(1), 39-58.
  • Galili, I. & Hazan, A. (2001) Experts’ Views on Using History and Philosophy of Science in the Practice of Physics Instruction. Science & Education, 10(1), 345-367.
  • Jee, B. D., & Anggoro, F. K. (2012). Comic cognition: exploring the potential cognitive impacts of science comics. Journal of Cognitive Education and Psychology, 11(2), 196.
  • Leite, L. (2002) History of Science in Science Education: Development and Validation of a Checklist for Analyzing the Historical Content of Science Textbooks. Science & Education, 11(4), 333-359.
  • Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. TESOL quarterly, 38(2), 225-243.
  • McKagan, S. B., Perkins, K. K. & Wieman, C. E. (2006) Reforming a Large Lecture Modern Physics Course for Engineering Majors Using a PER-based Design. In Proceedings of the 2006 Physics Education Research Conference, Syracuse, NY. Retrieved from http://www.colorado.edu/physics/EducationIssues/papers/McKaganPERCproceedings2006.pdf
  • Seroglou, F. & Koumaras, P. (2001) The Contribution of History of Physics in Physics Education: A Review. Science & Education, 10(1), 153-172.
  • Tatalovic, M. (2009) Science Comics as Tools for Science Education and Communication: a Brief Explanatory Study. Journal of Science Communication, 8(4), 1-17.
  • Whitaker, M. A. B. (1979) History and Quasi-history in Physics Education – Part 1. Physics Education, 14(1), 108-112.

Ayrıntılar

Konular Eğitim, Bilimsel Disiplinler
Bölüm Research Articles
Yazarlar

Ertuğrul Özdemir
ARTVİN ÇORUH ÜNİVERSİTESİ
Türkiye

Yayımlanma Tarihi 27 Aralık 2017
Yayınlandığı Sayı Yıl 2017, Cilt 1, Sayı 1

Kaynak Göster

APA Özdemir, E. (2017). Comics in modern physics: Learning blackbody radiation through quasi-history of physics . Studies in Educational Research and Development , 1 (1) , 41-59 . Retrieved from http://serd.artvin.edu.tr/tr/pub/issue/31977/354591

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