Teaching and Learning Physics Using Technology: Making a Case for the Affective Domain

Autor/inn/en	Ramma, Yashwantrao; Bholoa, Ajeevsing; Watts, Mike; Nadal, Pascal Sylvain
Titel	Teaching and Learning Physics Using Technology: Making a Case for the Affective Domain
Quelle	In: Education Inquiry, 9 (2018) 2, S.210-236 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramma, Yashwantrao) ORCID (Bholoa, Ajeevsing) ORCID (Watts, Mike) ORCID (Nadal, Pascal Sylvain)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.1080/20004508.2017.1343606
Schlagwörter	Physics; Science Instruction; Teaching Methods; Learning Processes; Technological Literacy; Pedagogical Content Knowledge; Educational Technology; Guidelines; Case Studies; Family Environment; Learning Motivation; Student Attitudes; Secondary School Students; Parent Teacher Cooperation; Science Teachers; Web Based Instruction; Student Interests; Parent Child Relationship; Parent Attitudes; Social Environment; Correlation; Affective Behavior + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Technisches Wissen; Pädagogische Kompetenz; Unterrichtsmedien; Richtlinien; Case study; Fallstudie; Case Study; Familienmilieu; Motivation for studies; Lernmotivation; Schülerverhalten; Sekundarschüler; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Web Based Training; Studieninteresse; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternverhalten; Soziales Umfeld; Korrelation; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Even though its importance is underscored in many research pursuits, attention to the affective domain in learning is often neglected at the expense of the cognitive development of students studying science, in particular physics. In this paper we propose a framework, the pedagogical technological integrated medium (PTIM) founded on the TPACK model, that builds on the existing premises of pedagogy, content and technology to make space for the affective domain where these three premises intersect with each other. We operationalize the PTIM framework through a multi-loop model that explores the affective dimension as an overarching space for interaction among learners, teachers and parents through a series of stages encompassing home tasks, as well as classroom and out-of-school activities. Within the qualitative paradigm, we substantiate from two case studies, an exploratory and an evaluative one in two different schools, that a succinct synchronisation of these various interactive elements promotes knowledge construction springing from the affective domain in terms of motivation, interest and values and also from their inter-relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01