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Project-Based Learning in Secondary Science: Digital Experiences in Finnish Classroom

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New Challenges and Opportunities in Physics Education

Part of the book series: Challenges in Physics Education ((CPE))

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Abstract

This chapter analyses the integration of digital tools and project-based learning pedagogy into secondary physics teaching and learning. The teachers’ technological pedagogical content knowledge (TPACK) model is used as a framework for this analysis. TPACK combines Shulman’s structure of pedagogical content knowledge (PCK), content or subject matter knowledge and knowledge and skills needed for the use of digital tools and environments. As a practical tool for planning a lesson, a modified content representation (CoRe) tool with emphasy to the use of digital tools (CoDiRe) is introduced. Two concrete examples of will be introduced and analysed. The first example introduces project-based learning and the use of digital tools, while students make sense of phenomena related to moving objects. The second example is from our collaborative research with physics teachers during the COVID-time, when physics teaching was organised in distance teaching mode and traditional laboratory activities was difficult to organise.

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Acknowledgements

We thank the Erasmus+ project “Schools Educating for Sustainability: Proposals for and from In-Service Teacher Education” for supporting the development of sustainable education in science. The study was supported by grants from the Strategic Research Council, Academy of Finland (345264, EduRescue; 312527, Growing Mind; 1340794, Clim Comp) and European Commission/H2020 (952470, SciCar; 4120113, Climademy).

Author information

Authors and Affiliations

  1. Faculty of Educational Sciences, University of Helsinki, Siltavuorenpenger 5, 00170, Helsinki, Finland

    Anna Lager, Jari Lavonen & Kalle Juuti

  2. Department of Childhood Education and Centre for Education Practice Research, University of Johannesburg, Soweto, South Africa

    Jari Lavonen

Authors
  1. Anna Lager
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  2. Jari Lavonen
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  3. Kalle Juuti
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Corresponding author

Correspondence to Jari Lavonen .

Editor information

Editors and Affiliations

  1. ARSCIENCIA, Vienna, Austria

    Marilena Streit-Bianchi

  2. Physics Education Research Unit, University of Udine, Udine, Italy

    Marisa Michelini

  3. INFN Sezione di Cagliari, Monserrato (Cagliari), Italy

    Walter Bonivento

  4. Physics Department, University of Cagliari, Cagliari, Italy

    Matteo Tuveri

Appendices

Appendix

Examples of Assignments Related to Second Example

Assignments are to be completed in the electronic form using computers. Assignments are to be done in the small groups.

Assignment 1

  1. (1)

    Watch the video on Scientific method http://www.bozemanscience.com/scientific-method .

  2. (2)

    You are about to investigate the force as a cause of change in motion. Have a look at the digital lab https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html .

  3. (3)

    What can you investigate using this digital lab? Come up with an investigation question and write the plan of your investigation according to the steps of scientific method (research questions, identify variables, etc.).

  4. (4)

    Perform the investigation, collect data and present it in a table.

  5. (5)

    Using any computational program present the data as a plot/graph.

  6. (6)

    Finalise the report and make a conclusion.

Assignment 2

  1. (1)

    Use the simulation and find out, how the period (T) of a pendulum depends on a pendulum’s length (L)? https://phet.colorado.edu/en/simulations/pendulum-lab .

    Set the friction equal to zero.

  2. (2)

    Using any computational programs plot the graph T(L), suggest a rule (formula) based on the graph.

  3. (3)

    Find information in any resource on the pendulum’s period and its formula. Analyse your answer to the question2 and make a conclusion.

  4. (4)

    What happens if friction is not zero? Observe and explain https://phet.colorado.edu/en/simulations/pendulum-lab .

  5. (5)

    We move the pendulum (period = 1 s) from the Earth to the Moon. How are the oscillations expected to change? Explain.

Assignment 3

  1. (1)

    Watch the video http://www.bozemanscience.com/voltage-current-resistance .

  2. (2)

    Explain in your own words the most important parameters of the electric circuit.

  3. (3)

    Try out the digital lab https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-construction-kit-dc-virtual-lab_en.html .

  4. (4)

    How could one find out the unknown resistance of a resistor using this digital lab? Make a plan for such investigation.

  5. (5)

    Based on your plan, use digital lab to determine the light bulb’s resistance. https://phet.colorado.edu/sims/html/circuit-construction-kit-dc-virtual-lab/latest/circuit-construction-kit-dc-virtual-lab_en.html .

  6. (6)

    Make a short report with collected data presented in tables and graphs, and conclusions. Analyse the used models.

Assignment 4

  1. (1)

    Suggest, what gravitational force between 2 objects is dependent on. Why?

  2. (2)

    Based on your assumptions, formulate one research question regarding how gravitational force is dependent on some parameter.

  3. (3)

    Try out the digital lab https://phet.colorado.edu/sims/html/gravity-force-lab-basics/latest/gravity-force-lab-basics_en.html .

  4. (4)

    Plan an investigation to answer your research question.

  5. (5)

    Perform an experiment, collect data and present it in a table.

  6. (6)

    Using any computational programs plot the graph, interpret data suggest a rule (formula) based on the graph.

  7. (7)

    The mathematical expression for the gravitational force \(F_{{\text{g}}} = \frac{{Gm_{1} m_{2} }}{{r^{2} }}\) . At the same time, the gravity force in mechanics is usually considered \(F_{{\text{g}}} = mg\) . Explain, how those two are connected, the assumptions behind the expression mg, and limitations of that model.

Assignment 5

  1. (1)

    Open the digital lab “flow” (https://phet.colorado.edu/sims/cheerpj/fluid-pressure-and-flow/latest/fluid-pressure-and-flow.html?simulation=fluid-pressure-and-flow). Investigate the phenomena by changing parameters: What have you observed? (write 2–3 observations).

  2. (2)

    Choose one of your observations. For this observation: What could be possible further investigation? Formulate an investigation question.

  3. (3)

    Let us follow the imaginary thin “slice of liquid” moving along the tube with different cross-sectional areas. In what way could we write the conservation of matter? Develop a model.

  4. (4)

    Watch the video (http://www.bozemanscience.com/ap-phys-098-equation-of-continuity) or watch/read any other source on the topic.

  5. (5)

    Explain the model given in the video/another source. Make conclusions about your model and the model presented.

  6. (6)

    Does the presented model provide a background for any of your observations? Explain.

Assignment 6

  1. (1)

    Investigate digital lab “Bouyancy” (https://phet.colorado.edu/sims/density-and-buoyancy/buoyancy_en.html).

  2. (2)

    Observe what happens to the weight when block is under the water or oil. Write out your observations.

  3. (3)

    Explain the reasons for differences in the observed weights. You can support your explanations with the graphic visualisation (e.g. net force). Use resources if necessary.

  4. (4)

    Based on your digital lab observations and explanation, how could we find the density of unknown liquid? Write the plan of the experiment.

  5. (5)

    Perform the experiment to find oil’s density. Make a short report with collected data presented in tables/graphs and conclusions. Analyse the result and used models.

Assignment 7

  1. (1)

    Go to the link and read about CERN and finding particles at Large Hadron Collider.

  2. (2)

    Perform the assignment and find a particle! (just the way the physicists did it) (the task requires the google account sign-in) https://colab.research.google.com/github/Freevolity/HST-2018/blob/master/Dimuon%20J_Psi%20for%20High%20School%20(Student%20Version).ipynb .

Assignment 8

  1. (1)

    Investigate the digital lab https://phet.colorado.edu/sims/html/molecules-and-light/latest/molecules-and-light_en.html .

  2. (2)

    Choose 4 molecules in the digital lab, and make observations about them interacting with the waves of different frequencies. Write out your observations.

  3. (3)

    Explain your observations using the theory of matter and radiation. You can use any sources.

  4. (4)

    What models are presented in the digital lab, what limitations they have?

  5. (5)

    For what purposes similar experiments are used?

Assignment 9

  1. (1)

    Read the text about Nobel prize in physics 2018—“optical tweezers”. https://www.nobelprize.org/prizes/physics/2018/popular-information/ .

  2. (2)

    Try out the digital lab which models the work of the optical tweezers. https://phet.colorado.edu/sims/cheerpj/optical-tweezers/latest/optical-tweezers.html?simulation=optical-tweezers .

  3. (3)

    Make a short report about this discovery. In the report, explain the main physics law and models included, and practical applications.

Assignment 10

  1. (1)

    Watch the video https://www.youtube.com/watch?v=kdiHmSWI2Ks and possible other sources to find information about Doppler effect (Doppler shift).

  2. (2)

    Using https://www.wolframalpha.com/input/?i=Doppler+shift+300Hz%2C+75mph&lk=3 or other computational resource, calculate at what speed should move the guitarist to you, that the played by him note middle C starts to sound as middle A. Info about note frequencies here: https://pages.mtu.edu/~suits/notefreqs.html .

  3. (3)

    Make a report about the Doppler shift and the reasons behind it.

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Lager, A., Lavonen, J., Juuti, K. (2023). Project-Based Learning in Secondary Science: Digital Experiences in Finnish Classroom. In: Streit-Bianchi, M., Michelini, M., Bonivento, W., Tuveri, M. (eds) New Challenges and Opportunities in Physics Education. Challenges in Physics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-37387-9_15

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  • DOI: https://doi.org/10.1007/978-3-031-37387-9_15

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-37386-2

  • Online ISBN: 978-3-031-37387-9

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