Using Nikola Tesla's Story and His Experiments as Presented in the Film "The Prestige" to Promote Scientific Inquiry: A Report of an Action Research Project

Autor/inn/en	Hadzigeorgiou, Yannis; Garganourakis, Vassilios
Titel	Using Nikola Tesla's Story and His Experiments as Presented in the Film "The Prestige" to Promote Scientific Inquiry: A Report of an Action Research Project
Quelle	In: Interchange: A Quarterly Review of Education, 41 (2010) 4, S.363-378 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-010-9136-x
Schlagwörter	Foreign Countries; Action Research; Research Projects; Science Teachers; Teaching Methods; Films; Engineering; Technical Occupations; Reputation; Demonstrations (Educational); Inquiry; Rural Areas; Grade 11; Personality Traits; Energy; Learner Engagement; Greece + Suchen Sie Ihr Suchwort? Ausland; Projektforschung; Forschungsvorhaben; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Maschinenbau; Technical occupation; Technischer Beruf; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Rural area; Ländlicher Raum; School year 11; 11. Schuljahr; Schuljahr 11; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Energie; Griechenland
Abstract	This paper reports on an action research project undertaken with the primary aim of investigating the extent to which situations that evoke a sense of wonder can promote scientific inquiry. Given the intense interest, curiosity, and wonder that some students had begun to develop after seeing the film "The Prestige", a science teacher used this film, which showed Tesla's demonstrations on the wireless transmission of electrical power, as a source of curiosity and wonder. The class that participated in this action research project was an 11th grade class in a rural area of southern Greece. Through an analysis of students' journals, observation, informal discussions, and paper-and-pencil tests, it was found that students (a) became involved with Tesla's life and work, thus developing an interest in current electricity; (b) learned about the skin effect, the biological effects of AC and DC currents; and (c) better understood Ohm's law in their attempt to find out the degree of damage or injury a certain measure of current can cause. Moreover, some students began to develop skepticism and open-mindedness, in addition to their sense of wonder. The paper also presents a planning framework for teaching the Tesla story. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10