Mathematical Modeling Is Also Physics--Interdisciplinary Teaching between Mathematics and Physics in Danish Upper Secondary Education

Autor/in	Michelsen, Claus
Titel	Mathematical Modeling Is Also Physics--Interdisciplinary Teaching between Mathematics and Physics in Danish Upper Secondary Education
Quelle	In: Physics Education, 50 (2015) 4, S.489-494 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
DOI	10.1088/0031-9120/50/4/489
Schlagwörter	Science Instruction; Physics; Mathematical Models; Mathematics; Secondary School Science; Foreign Countries; Graduate Study; Mathematics Teachers; Science Teachers; Interdisciplinary Approach; Secondary School Teachers; Student Projects; Denmark + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Mathematical model; Mathematisches Modell; Mathematik; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Dänemark
Abstract	Mathematics plays a crucial role in physics. This role is brought about predominantly through the building, employment, and assessment of mathematical models, and teachers and educators should capture this relationship in the classroom in an effort to improve students' achievement and attitude in both physics and mathematics. But although there are overwhelming amounts of literature on modeling in science and mathematics education, the interdisciplinary position is seldom addressed explicitly. Furthermore, there has been a striking lack of exposure of the question of how future teachers, who are largely educated in a mono-disciplinary fashion, can best become equipped to introduce genuinely interdisciplinary teaching activities to their future pupils. This paper presents some preliminary reflections upon a graduate course, which aims to prepare future physics and mathematics teachers for interdisciplinary teaching, and which has been designed on the basis of influential theoretical expositions of the concept of interdisciplinarity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01