ERIC Number: EJ1083316
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Students' Framing of Laboratory Exercises Using Infrared Cameras
Haglund, Jesper; Jeppsson, Fredrik; Hedberg, David; Schönborn, Konrad J.
Physical Review Special Topics - Physics Education Research, v11 n2 p020127-1-020127-22 Jul-Dec 2015
Thermal science is challenging for students due to its largely imperceptible nature. Handheld infrared cameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In the present study, a class of upper secondary technology students (N = 30) partook in four IR-camera laboratory activities, designed around the predict-observe-explain approach of White and Gunstone. The activities involved central thermal concepts that focused on heat conduction and dissipative processes such as friction and collisions. Students' interactions within each activity were videotaped and the analysis focuses on how a purposefully selected group of three students engaged with the exercises. As the basis for an interpretative study, a "thick" narrative description of the students' epistemological and conceptual framing of the exercises and how they took advantage of the disciplinary affordance of IR cameras in the thermal domain is provided. Findings include that the students largely shared their conceptual framing of the four activities, but differed among themselves in their epistemological framing, for instance, in how far they found it relevant to digress from the laboratory instructions when inquiring into thermal phenomena. In conclusion, the study unveils the disciplinary affordances of infrared cameras, in the sense of their use in providing access to knowledge about macroscopic thermal science.
Descriptors: Heat, Physics, Science Laboratories, Science Activities, Photography, Secondary School Science, Secondary School Students, Scientific Concepts, Epistemology, Affordances, Concept Formation, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A