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| Natura: | Preprint |
| Pubblicazione: |
2025
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| Accesso online: | https://arxiv.org/abs/2504.03912 |
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| _version_ | 1866913787166064640 |
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| author | Fontes, Daniel Trugillo Martins |
| author_facet | Fontes, Daniel Trugillo Martins |
| contents | In this article we present and discuss a didactic activity that combines epistemic aspects of the nature of science (NOS) and a simple, relatively low-cost experiment on electromagnetic induction. The aim of the activity is for students to gain a deeper understanding of the relationship between theory and experiment. The results of the application showed that the students not only improved their communication skills within the groups, but also exercised creativity when facing a real and unknown problem. In addition, interactions with the students revealed that they assimilated some of the consensual aspects of the nature of science, namely: there is no universal scientific method, scientists use imagination and belief in scientific practice, and theory is not a consequence of experimental observation and vice versa. In relation to pedagogical aspects, students have improved their communicative abilities within groups, exercised creativity in problem-solving, and assumed responsibility in the development of the activity. Although the activity was carried out with high school students, it also has potential to be applied in higher education. Finally, various possibilities for expansion and modifications to the activity are discussed, aiming to further enrich the learning experience. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2504_03912 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Nature of Science in the classroom: empirical insights into investigating physics Fontes, Daniel Trugillo Martins Physics Education In this article we present and discuss a didactic activity that combines epistemic aspects of the nature of science (NOS) and a simple, relatively low-cost experiment on electromagnetic induction. The aim of the activity is for students to gain a deeper understanding of the relationship between theory and experiment. The results of the application showed that the students not only improved their communication skills within the groups, but also exercised creativity when facing a real and unknown problem. In addition, interactions with the students revealed that they assimilated some of the consensual aspects of the nature of science, namely: there is no universal scientific method, scientists use imagination and belief in scientific practice, and theory is not a consequence of experimental observation and vice versa. In relation to pedagogical aspects, students have improved their communicative abilities within groups, exercised creativity in problem-solving, and assumed responsibility in the development of the activity. Although the activity was carried out with high school students, it also has potential to be applied in higher education. Finally, various possibilities for expansion and modifications to the activity are discussed, aiming to further enrich the learning experience. |
| title | Nature of Science in the classroom: empirical insights into investigating physics |
| topic | Physics Education |
| url | https://arxiv.org/abs/2504.03912 |