Simplifications and Idealizations in High School Physics in Mechanics: A Study Of Slovenian Curriculum And Textbooks
Abstract
This article presents the results of an analysis of three Slovenian textbooks for high school physics, from the point of view of simplifications and idealizations in the field of mechanics. In modeling of physical systems, making simplifications and idealizations is important, since one ignores minor effects and focuses on the most important characteristics of the systems and processes. In high school physics, simplified and idealized models play a fundamental role in learning physics concepts and laws, so it is of crucial importance that textbooks present them carefully. The review shows that in two textbooks more than a half of analyzed simplifications are not properly presented.
References
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BouJaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education 24(2), 139-156.
Brewe, E. (2008). Modeling theory applied: Modeling instruction in introductory physics. American Journal of Physics 76(12), 1155-1160.
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Bryce, T. G. K., MacMillan, K. (2009). Momentum and kinetic energy: Confusable concepts in secondary school physics. Journal of Research in Science Teaching 46(7), 739–761.
Bungum, B. (2008). Imaging the nature of physics: an explorative study of the changing character of visual images in Norwegian physics textbooks. Nordina, Nordic Studies in Science Education 4(2), 132-141.
Cansiz, M., & Turker, N. (2011). Scientific Literacy Investigation in Science Curricula: The Case of Turkey. Western Anatolia Journal of Educational Scieces Special Issue, 359-366.
Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of Research in Science Teaching 28(8), 713-725.
Chiappetta, E. L., Sethna, G., & Fillman, D. (1993). Do middle school life science textbooks provide a balance of SL themes? Journal of Research in Science Teaching 30(7), 787-797.
Constantinou, C. (1999). The Cocoa Microworld as an Environment for Modeling Physical Phenomena. International Journal of Continuing Engineering Education and Life-Long Learning 9(3-4), 201-213.
Dall'Alba, G., et al. (1993). Textbook treatments and students' understanding of acceleration. Journal of Research in Science Teaching 30(7), 621–635.
Dimopoulos, K., Koulaidis, V., Sklaveniti, S. (2003). Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology. Research in Science Education 33(2), 189-216.
Doige, C., Day, T. (2012). A typology of undergraduate textbook definitions of ‘heat’ across science disciplines. International Journal of Science Education 34(5), 677–700.
Erdogan, M. N., & Köseoglu, F. (2012). Analysis of High School Physics, Chemistry and Biology Curriculums in terms of Scientific Literacy Themes. Educational Sciences: Theory and Practice 12(4), 2899-2904.
Etkina, E., Warren, A., Gentile, M. (2006). The Role of Models in Physics Instruction. The Physics Teacher 44(1), 34-39.
Forjan, M., Marhl, M., & Grubelnik, V. (2014). Mathematical modelling of the electrostatic pendulum in school and undergraduate education. European Journal of Physics 35(1), 22-34.
Franco, C., Colinvaux, D. (2000). Grasping mental models. In J. K. Gilbert & C. J. Boulter (Eds.), Developing models in science education (pp. 93-118). Dordrecht: Kluwer Academic Publishers.
Fuchs, H. U. (1997). The Continuum Physics Paradigm in physics instruction II. System dynamics modeling of physical processes. Winterthur:Techikum Winterthur, Winterthur. Available online at https://home.zhaw.ch/~fuh/MATERIALS/CPP_II.pdf (accessed August 2014).
Gardner, P. L. (1999). The representation of science-technology relationships in Canadian physics textbooks. International Journal of Science Education 21(3), 329–347.
Gauld, C. (1997). It must be true - it's in the textbook! Australian Science Teachers' Journal 43(2), 21-26.
Gearhart, C. A. (1996). Specific heats and the equipartition law in introductory textbooks. American Journal of Physics 64(8), 995-1000.
Geeslin, W. E., & Shavelson, R. E. (1975). Comparison of content structure and cognitive structure in high school students’ learning probability. Journal for Research in Mathematics Education 6(2), 109-120.
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education 2(2), 115-130.
Halloun, I. A., Hestenes, D. (1987). Modeling instruction in mechanics. American Journal of Physics 55(5), 455-462.
Härtiga, H. (2014). The Terminology within German Lower Secondary Physics Textbooks. Science Education Review Letters, 1-7.
Haste, H. (2004). Science in my future: a study of values and beliefs in relation to science and technology amongst 11 - 21 year olds. London: Nestle Social Research Programme.
Hestenes, D. (1987). Toward a modeling theory of physics instructions. American Journal of Physics 55(5), 440-454.
Hestenes, D. (1992). Modeling Games in the Newtonian World. American Journal of Physics 60(8), 732-748.
Hestenes, D. (1997). Modeling methodology for physics teachers. In E. Redish and J. Rigden (Eds.), The Changing Role of the Physics Department in Modern Universities (pp. 935-957). Woodbury: American Institute of Physics.
Ibanez, M., Ramos, M. C. (2004). Physics Textbooks Presentation of the Energy-Conservation Principle in Hydrodynamics. Journal of Science Education and Technology 13(2), 267-276.
Iona, M. (1987). Why Johnny can't learn physics from textbooks I have known. American Journal of Physics 55(4), 299-307.
Lehrman, R. L. (1982). Confused physics: A tutorial critique. The Physics Teacher 20(8), 519-523.
Matthews, R. M. (2004). Idealisation and Galileo’s Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations. Science & Education 13(7-8), 689–715.
Merzyn, G. (1987). The language of school science. International Journal of Science Education 9(4), 483-489.
Mullis, I. V. S., Martin, M.O., Robitaille, D.F., & Foy, P. (2009). TIMSS Advanced 2008 International Report. Chestnut Hill: TIMSS & PIRLS International Study Center.
Nola, R. (2004). Pendula, Models, Constructivism and Reality. Science & Education 13(7-8), 346– 377.
Ornek, F. (2008). Models in Science Education: Applications of Models in Learning and Teaching Science. International Journal of Environmental & Science Education 3(2), 35-45.
Osborne, J., Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation.
Osborne, J., Collins, J. (2008). Pupils’ Views of the Role and Value of the Science Curriculum: a Focus group Study. International Journal of Science Education 23(5), 441-467.
Osborne, J., Simon, S., Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education 25(9), 1049-1079.
Planinšič, G., Belina, R., Kukman, I., & Cvahte, M. (2008). Curriculum of physics for secondary school. Available online at http://portal.mss.edus.si/msswww/programi2008/programi/media/pdf/ucni_nacrti/UN_FIZIKA_strok_ gimn.pdf (accessed August 2014).
Portides, D. (2007). The Relation between Idealisation and Approximation in Scientific Model Construction. Science & Education 16(7), 699–724.
Romer, R. H. (1993). Reading the equations and confronting the phenomena -- The delights and dilemmas of physics teaching. American Journal of Physics 61(2), 128-142.
Saleh, S. (2012). The effectiveness of brain-based teaching approach in dealing with the problems of students' conceptual understanding and learning motivation towards physics. Educational Studies 38(1), 19-29.
Santos-Benito, J. V., Gras-Marti, A. (2005). Ubiquitous Drawing Errors for the Simple Pendulum. The Physics Teacher 43(8), 466-468.
Sawicki, M. (1996). What's wrong in the nine most popular texts. The Physics Teacher 34(3), 147-149.
Schecker, H. P. (1998). Physik-Modellieren, Grafikorientierte Modellbildungssysteme im Physikunterricht. Stuttgart: Ernst Klett Verlag.
Schecker, H. P. (1999). System Dynamics in High School Physics Education. Proceedings of the 1994 International System Dynamics Conference, 74-84.
Shavelson, R. J. (1971). Some Aspects of the Relationship between Content Structure and Cognitive Structure in Physics Education. Ann Arbor: University Microfilms.
Slisko, J. (1995). The limitless world of textbook mistakes. The Physics Teacher 33(5), 318.
Slisko, J., Krokhin, A. (1995). Physics or reality? F = k (1C)(1C)/(1 m)2. The Physics Teacher 33(4), 210-221.
Slisko, J. (2006). Electric charge of humans: should students buy what the textbooks sell? Physics Education 41(2), 114-116.
Slisko, J. (2009). Repeated errors in physics textbooks: what do they say about the culture of teaching? GIREP 2009: Leicester. Available online at
http://physics.le.ac.uk/girep2009/ConferenceProceedings/GIREP2009_ConferenceProceedings_ Volume2.pdf (accessed August 2014).
Sunar, S. (2012). Analysis of science textbooks for a levels in the U.K.: issues of gender representation. In C. Walford, G. (1980). Sex Bias in Physics Textbooks. School Science Review 62, 220–227.
Wells, M., Hestenes, D., Swackhamer, G. (1995). A modeling method for high school physics instruction. American Journal of Physics 63(7), 606-619.
Zakon o gimnazijah. Available online at http://www.pisrs.si/Pis.web/pregledPredpisa?id=ZAKO4507 (accessed August 2014).
Zhu, G., Singh, C. (2013). Improving student inderstanding of addition of angular momentum in quantum mechanics. Physical Review Special Topics Physics Education Research 9(1), 1-12.
Bauman, R. P. (1992a). Physics that textbook writers usually get wrong. I.Work. The Physics Teacher 30(5), 264-269.
Bauman, R. P. (1992b). Physics that textbook writers usually get wrong. II. Heat and energy. The Physics Teacher 30(6), 353-356.
Bauman, R. P. (1992c). Physics that textbook writers usually get wrong. III. Forces and vectors. The Physics Teacher 30(7), 402-407.
Beaton, A. E., et al. (1996). Science achievement in the middle school years: IEA's Third International Mathematics and Science Study. Chestnut Hill: Boston College. Blickensderfer, R. (1998). What's wrong with this question? The Physics Teacher 36(9), 524-525.
Bossel, H. (2004). Systeme, Dynamik, Simulation: Modellbildung, Analyse und Simulation komplexer Systeme. Norderstedt:Books on Demand GmbH.
BouJaoude, S. (2002). Balance of scientific literacy themes in science curricula: The case of Lebanon. International Journal of Science Education 24(2), 139-156.
Brewe, E. (2008). Modeling theory applied: Modeling instruction in introductory physics. American Journal of Physics 76(12), 1155-1160.
Bruguière, A. Tiberghien & P. Clément (Eds.). E-Book Proceedings of the ESERA 2011 Conference Science Learning and Citizenship (pp. 935-957). Available online at http://www.esera.org/media/ebook/strand11/ebook-esera2011_SUNAR-11.pdf (accessed September 2014).
Bryce, T. G. K., MacMillan, K. (2009). Momentum and kinetic energy: Confusable concepts in secondary school physics. Journal of Research in Science Teaching 46(7), 739–761.
Bungum, B. (2008). Imaging the nature of physics: an explorative study of the changing character of visual images in Norwegian physics textbooks. Nordina, Nordic Studies in Science Education 4(2), 132-141.
Cansiz, M., & Turker, N. (2011). Scientific Literacy Investigation in Science Curricula: The Case of Turkey. Western Anatolia Journal of Educational Scieces Special Issue, 359-366.
Chiappetta, E. L., Fillman, D. A., & Sethna, G. H. (1991). A method to quantify major themes of scientific literacy in science textbooks. Journal of Research in Science Teaching 28(8), 713-725.
Chiappetta, E. L., Sethna, G., & Fillman, D. (1993). Do middle school life science textbooks provide a balance of SL themes? Journal of Research in Science Teaching 30(7), 787-797.
Constantinou, C. (1999). The Cocoa Microworld as an Environment for Modeling Physical Phenomena. International Journal of Continuing Engineering Education and Life-Long Learning 9(3-4), 201-213.
Dall'Alba, G., et al. (1993). Textbook treatments and students' understanding of acceleration. Journal of Research in Science Teaching 30(7), 621–635.
Dimopoulos, K., Koulaidis, V., Sklaveniti, S. (2003). Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology. Research in Science Education 33(2), 189-216.
Doige, C., Day, T. (2012). A typology of undergraduate textbook definitions of ‘heat’ across science disciplines. International Journal of Science Education 34(5), 677–700.
Erdogan, M. N., & Köseoglu, F. (2012). Analysis of High School Physics, Chemistry and Biology Curriculums in terms of Scientific Literacy Themes. Educational Sciences: Theory and Practice 12(4), 2899-2904.
Etkina, E., Warren, A., Gentile, M. (2006). The Role of Models in Physics Instruction. The Physics Teacher 44(1), 34-39.
Forjan, M., Marhl, M., & Grubelnik, V. (2014). Mathematical modelling of the electrostatic pendulum in school and undergraduate education. European Journal of Physics 35(1), 22-34.
Franco, C., Colinvaux, D. (2000). Grasping mental models. In J. K. Gilbert & C. J. Boulter (Eds.), Developing models in science education (pp. 93-118). Dordrecht: Kluwer Academic Publishers.
Fuchs, H. U. (1997). The Continuum Physics Paradigm in physics instruction II. System dynamics modeling of physical processes. Winterthur:Techikum Winterthur, Winterthur. Available online at https://home.zhaw.ch/~fuh/MATERIALS/CPP_II.pdf (accessed August 2014).
Gardner, P. L. (1999). The representation of science-technology relationships in Canadian physics textbooks. International Journal of Science Education 21(3), 329–347.
Gauld, C. (1997). It must be true - it's in the textbook! Australian Science Teachers' Journal 43(2), 21-26.
Gearhart, C. A. (1996). Specific heats and the equipartition law in introductory textbooks. American Journal of Physics 64(8), 995-1000.
Geeslin, W. E., & Shavelson, R. E. (1975). Comparison of content structure and cognitive structure in high school students’ learning probability. Journal for Research in Mathematics Education 6(2), 109-120.
Gilbert, J. K. (2004). Models and modelling: Routes to more authentic science education. International Journal of Science and Mathematics Education 2(2), 115-130.
Halloun, I. A., Hestenes, D. (1987). Modeling instruction in mechanics. American Journal of Physics 55(5), 455-462.
Härtiga, H. (2014). The Terminology within German Lower Secondary Physics Textbooks. Science Education Review Letters, 1-7.
Haste, H. (2004). Science in my future: a study of values and beliefs in relation to science and technology amongst 11 - 21 year olds. London: Nestle Social Research Programme.
Hestenes, D. (1987). Toward a modeling theory of physics instructions. American Journal of Physics 55(5), 440-454.
Hestenes, D. (1992). Modeling Games in the Newtonian World. American Journal of Physics 60(8), 732-748.
Hestenes, D. (1997). Modeling methodology for physics teachers. In E. Redish and J. Rigden (Eds.), The Changing Role of the Physics Department in Modern Universities (pp. 935-957). Woodbury: American Institute of Physics.
Ibanez, M., Ramos, M. C. (2004). Physics Textbooks Presentation of the Energy-Conservation Principle in Hydrodynamics. Journal of Science Education and Technology 13(2), 267-276.
Iona, M. (1987). Why Johnny can't learn physics from textbooks I have known. American Journal of Physics 55(4), 299-307.
Lehrman, R. L. (1982). Confused physics: A tutorial critique. The Physics Teacher 20(8), 519-523.
Matthews, R. M. (2004). Idealisation and Galileo’s Pendulum Discoveries: Historical, Philosophical and Pedagogical Considerations. Science & Education 13(7-8), 689–715.
Merzyn, G. (1987). The language of school science. International Journal of Science Education 9(4), 483-489.
Mullis, I. V. S., Martin, M.O., Robitaille, D.F., & Foy, P. (2009). TIMSS Advanced 2008 International Report. Chestnut Hill: TIMSS & PIRLS International Study Center.
Nola, R. (2004). Pendula, Models, Constructivism and Reality. Science & Education 13(7-8), 346– 377.
Ornek, F. (2008). Models in Science Education: Applications of Models in Learning and Teaching Science. International Journal of Environmental & Science Education 3(2), 35-45.
Osborne, J., Dillon, J. (2008). Science education in Europe: Critical reflections. London: Nuffield Foundation.
Osborne, J., Collins, J. (2008). Pupils’ Views of the Role and Value of the Science Curriculum: a Focus group Study. International Journal of Science Education 23(5), 441-467.
Osborne, J., Simon, S., Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education 25(9), 1049-1079.
Planinšič, G., Belina, R., Kukman, I., & Cvahte, M. (2008). Curriculum of physics for secondary school. Available online at http://portal.mss.edus.si/msswww/programi2008/programi/media/pdf/ucni_nacrti/UN_FIZIKA_strok_ gimn.pdf (accessed August 2014).
Portides, D. (2007). The Relation between Idealisation and Approximation in Scientific Model Construction. Science & Education 16(7), 699–724.
Romer, R. H. (1993). Reading the equations and confronting the phenomena -- The delights and dilemmas of physics teaching. American Journal of Physics 61(2), 128-142.
Saleh, S. (2012). The effectiveness of brain-based teaching approach in dealing with the problems of students' conceptual understanding and learning motivation towards physics. Educational Studies 38(1), 19-29.
Santos-Benito, J. V., Gras-Marti, A. (2005). Ubiquitous Drawing Errors for the Simple Pendulum. The Physics Teacher 43(8), 466-468.
Sawicki, M. (1996). What's wrong in the nine most popular texts. The Physics Teacher 34(3), 147-149.
Schecker, H. P. (1998). Physik-Modellieren, Grafikorientierte Modellbildungssysteme im Physikunterricht. Stuttgart: Ernst Klett Verlag.
Schecker, H. P. (1999). System Dynamics in High School Physics Education. Proceedings of the 1994 International System Dynamics Conference, 74-84.
Shavelson, R. J. (1971). Some Aspects of the Relationship between Content Structure and Cognitive Structure in Physics Education. Ann Arbor: University Microfilms.
Slisko, J. (1995). The limitless world of textbook mistakes. The Physics Teacher 33(5), 318.
Slisko, J., Krokhin, A. (1995). Physics or reality? F = k (1C)(1C)/(1 m)2. The Physics Teacher 33(4), 210-221.
Slisko, J. (2006). Electric charge of humans: should students buy what the textbooks sell? Physics Education 41(2), 114-116.
Slisko, J. (2009). Repeated errors in physics textbooks: what do they say about the culture of teaching? GIREP 2009: Leicester. Available online at
http://physics.le.ac.uk/girep2009/ConferenceProceedings/GIREP2009_ConferenceProceedings_ Volume2.pdf (accessed August 2014).
Sunar, S. (2012). Analysis of science textbooks for a levels in the U.K.: issues of gender representation. In C. Walford, G. (1980). Sex Bias in Physics Textbooks. School Science Review 62, 220–227.
Wells, M., Hestenes, D., Swackhamer, G. (1995). A modeling method for high school physics instruction. American Journal of Physics 63(7), 606-619.
Zakon o gimnazijah. Available online at http://www.pisrs.si/Pis.web/pregledPredpisa?id=ZAKO4507 (accessed August 2014).
Zhu, G., Singh, C. (2013). Improving student inderstanding of addition of angular momentum in quantum mechanics. Physical Review Special Topics Physics Education Research 9(1), 1-12.
Published
2017-02-28
How to Cite
FORJAN, Matej; SLIŠKO, Josip.
Simplifications and Idealizations in High School Physics in Mechanics: A Study Of Slovenian Curriculum And Textbooks.
European Journal of Physics Education, [S.l.], v. 5, n. 3, p. 20-31, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/70>. Date accessed: 25 apr. 2024.
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