Browse > Article
http://dx.doi.org/10.15267/keses.2022.41.2.199

Exploring the Possibility of Introducing Modern Physics into Elementary School Science Curriculum  

Park, Jongwon (Chonnam National University)
Yoon, Hye-Gyoung (Chuncheon National University of Education)
Lee, Insun (Chungbuk National University)
Publication Information
Journal of Korean Elementary Science Education / v.41, no.2, 2022 , pp. 199-216 More about this Journal
Abstract
This study explored the possibility of introducing modern physics into the elementary school science curriculum. The study discussed the need of introducing modern physics to elementary school students and examined the results of certain projects and studies on teaching modern physics to elementary school students. Furthermore, this study proposes several teaching and learning techniques to introduce modern physics into the elementary school science curriculum. Modern physics can be linked to various everyday situations experienced by students and can increase their interest and curiosity in science. Additionally, introducing modern physics to elementary school students who are yet to establish a background on the classical view of nature can help them build a new perspective. Recently, several global projects to introduce modern physics at the elementary level have also reported positive results regarding the increase in student understanding and interest in modern physics. The study briefly proposed specific topics and teaching and learning techniques that could be suitable for the elementary school level. These proposals are expected to advance discussions on the possibility of introducing modern physics. However, appropriate follow-up studies are warranted to confirm the possibility and effectiveness of this initiative.
Keywords
elementary school science curriculum; modern physics; curriculum revision;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Pitts, M., Venville, G., Blair, D., & Zadnik, M. (2014). An exploratory study to investigate the impact of an enrichment program on aspects of Einsteinian physics on year 6 students. Research in Science Education, 44(3), 363-388.   DOI
2 Angell, C., Guttersrud, O., Henriksen, E. K., & Isnes, A. (2004). Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching. Science Education, 88(5), 683-706.   DOI
3 노경희, 지형근, 임석현(2010). 증강현실 콘텐츠 기반 수업이 학업성취, 학습흥미, 몰입에 미치는 효과. 한국콘텐츠학회논문지, 10(2), 1-13.   DOI
4 박종원(2002). 학생 개념체계의 연속적 세련화와 정교화를 통한 개념 변화 분석: 이론적 논의를 중심으로. 한국과학교육학회지, 22(2), 357-377.
5 박종원(2016). 과학적 소양에 대한 세 가지 논의: 통합적 이해, 교육과정에의 정착, 시민교육을 중심으로. 한국과학교육학회지, 36(3), 413-422.   DOI
6 박준형, 전영석(2020). 초등학교에서 무게와 질량 단위도입의 문제에 대한 고찰. 새물리, 70(7), 603-612.
7 박종원, 이인선(2021). 예비 물리교사와 물리교사의 상대론과 양자론에 대한 인식. 새물리, 71(5), 476-489.
8 조헌국(2014). 20세기 상대성이론과 미술의 관계의 논의를 통한 과학교육에 대한 시사점. 새물리, 64(5), 550-559.   DOI
9 최섭, 김희백(2020). 가상현실 특성을 반영한 VR 프로그램 기반 수업 적용 및 효과. 한국과학교육학회지, 40(2), 203-216.   DOI
10 Archenhold, F., Bell, J., Donnelly, J., Johnson, S., & Welford, G. (1988). Science at age 15: A review of APU survey findings 1980-84, HMSO.
11 Arriassecq, I., & Greca, I. M. (2012). A teaching-learning sequence for the special relativity theory at high school level historically and epistemologically contextualized. Science & Education, 21(6), 827-851.   DOI
12 Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Rath, J., & Wittrock, M. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
13 Hofstein, A., & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Science Education, 28(9), 1017-1039.   DOI
14 Pavlidou, M., & Lazzeroni, C. (2016). Particle physics for primary schools-enthusing future physicists. Physics Education, 51(5), 054003.   DOI
15 Barker, V., & Millar, R. (2000). Students' reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course?. International Journal of Science Education, 22(11), 1171-1200.   DOI
16 Choudhary, R. K., Foppoli, A., Kaur, T., Blair, D. G., Zadnik, M., & Meagher, R. (2018). Can a short intervention focused on gravitational waves and quantum physics improve students' understanding and attitude?. Physics Education, 53(6), 065020.   DOI
17 DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601.   DOI
18 Foppoli, A., Choudhary, R., Blair, D., Kaur, T., Moschilla, J., & Zadnik, M. (2018). Public and teacher response to Einsteinian physics in schools. Physics Education, 54(1), 015001.   DOI
19 Gedigk, K., & Pospiech, G. (2015). Development of students' interest in particle physics as effect of participating in a Masterclass. Il Nuovo Cimento C, 38(3), Article No. 100.
20 Gilbert, J. K. (2006). On the nature of "context" in chemical education. International Journal of Science Education, 28(9), 957-976.   DOI
21 Marzano, R. J., & Kendall, J. S. (2007). The new taxonomy of educational objectives. Corwin Press.
22 Keeves, L., & Aikenhead, G. (1995). Science curricula in a changing world. In B. J. Fraser & H. J. Walberg (Eds.) Improving science education (pp. 13-15), University of Chicago Press.
23 King, D., & Ritchie, S. M. (2012). Learning science through real-world contexts. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), 2nd International handbook of science education, Vol. 24 (pp. 69-80). Springer.
24 Lubben, F., Campbell, B., & Dlamini, B. (1996). Contextualizing science teaching in Swaziland: Some student reactions. International Journal of Science Education, 18(3), 311-320.   DOI
25 Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. King's College.
26 Milner, B. (1986). Why teach science and why to all? In J. Nellist & B. Nicholl (Eds.), The ASE science teachers' handbook (pp. 1-10), Hutchinson.
27 Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in science. IEA: TIMMS & PIRLS. Retrieved from http://timssandpirls.bc.edu/timss2015/international-results/
28 Hadzidaki, P., Kalkanis, G., & Stavrou, D. (2000). Quantum mechanics: a systemic component of the modern physics paradigm. Physics Education, 35(6), 386-392.   DOI
29 Kaur, T., Blair, D., Moschilla, J., Stannard, W., & Zadnik, M. (2017). Teaching Einsteinian physics at schools: Part 3, review of research outcomes. Physics Education, 52(6), 065014.   DOI
30 Lakatos, I. (1994). Falsification and the methodology of scientific research programmes. In J. Worrall & G. Currie (Eds.), The methodology of scientific research programmes: Philosophical papers Vol. 1 (pp. 8-101). Cambridge University Press.
31 Migdal, P., Jankiewicz, K., Grabarz, P., Decaroli, C., & Cochin, P. (2022). Visualizing quantum mechanics in an interactive simulation-Virtual lab by quantum flytrap. arXiv preprint arXiv:2203.13300.
32 Murphy, P., & Whitelegg, E. (2006). Girls and physics: Continuing barriers to 'belonging'. The Curriculum Journal, 17(3), 281-305.   DOI
33 Lazzeroni, C., Malvezzi, S., & Quadri, A. (2021). Teaching science in today's society: The case of particle physics for primary schools. Universe, 7(6), 169-179.   DOI
34 Nasir, N. S., Rosebery, A. S., Warren, B., & L ee, C. D. (2014). Learning as a cultural process: Achieving equity through diversity. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (2nd ed., pp. 728-749). Cambridge University Press.
35 NGSS Lead States (2013). Next generation science standards: For states, by states. NGSS Lead States.
36 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.   DOI
37 Ruggiero, M. L., Mattiello, S., & Leone, M. (2021). Physics for the masses: Teaching einsteinian gravity in primary school. Physics Education, 56(6), 065011.   DOI
38 Dunser, A., & Hornecker, E. (2007, February). Lessons from an AR book study. In Proceedings of the 1st international conference on Tangible and embedded interaction (pp. 179-182). ACM.
39 Oon, P. T., & Subramaniam, R. (2010). Views oh physics teachers on how to address the declining enrollment in physics at the university level. Research in Science & Technological Education, 28(3), 277-289.   DOI
40 Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+?. International Journal of Science Education, 19(6), 697-710.   DOI
41 Zochlinga, S., Hopfa, M., Woitheb, J., & Schmelingb, S. (2020). Spreading interest in particle physics among high-school students-what matters?. In Proceedings of 40th International Conference on High Energy physics-ICHEP2020 (pp. 964-969). Sissa Medialab.
42 Shabajee, P., & Postlethwaite, K. (2000). What happened to modern physics?. School Science Review, 81(297), 51-56.
43 Tytler, R. (1998). Children's conceptions of air pressure: Exploring the nature of conceptual change. International Journal of Science Education, 20(8), 929-958.   DOI
44 Wierstra, R. F., & Wubbels, T. (1994). Student perception and appraisal of the learning environment: Core concepts in the evaluation of the PLON physics curriculum. Studies in Educational Evaluation, 20(4), 437-455.   DOI
45 Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.   DOI
46 Yu, C. H., & Cole, J. M. (2014). Friend or Foe? Common sense in science education from the perspective of history and philosophy of science. Journal of Education, Society & Behavioural Science, 4(5), 673-690.
47 Park, J., Liu, C., Huang, C., Shen, M., & Shin, M, K. (2016). Introducing modern science and high technology in schools. In H. S. Lin, J. K. Gilbert & C. J. Lien (Eds.), Science education research and practice in east asia: Trends and perspectives (pp. 379-404), Higher Education Publishing.
48 Eilks, I., & Hofstein, A. (2017). Curriculum development in science education. In K. S. Taber & B. Akpan (Eds.), Science education: New directions in mathematics and science education (pp. 169-181). Sense Publishers.
49 Kafai, Y. B., & Dede, C. (2014). Learning in virtual worlds. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 561-581). Cambridge University Press.
50 McGrath, D., Savage, C., Williamson, M., Wegener, M., & McIntyre, T. (2008). Teaching special relativity using virtual reality. In A. Hugman & K. Placing (Eds.), Proceedings of the 14th UniServe science conference (pp. 67-73). UniServe Science.
51 Savage, C. M., Searle, A., & McCalman, L. (2007). Real time relativity: Exploratory learning of special relativity. American Journal of Physics, 75(9), 791-798.   DOI
52 Bruner, J. S. (1977). The process of education. Harvard university press.
53 Fullarton, S., Walker, M., Ainley, J., & Hillman, K. (2003). Patterns of participation in year 12 (LSAY Research Report No. 33). Australian Council for Educational Research.