Experiential Learning of Physics: Scientists' Way of Thinking and Acting

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  • 科学者の思考・行動様式を念頭においた物理教育における体験型学習の変革
  • カガクシャ ノ シコウ ・ コウドウ ヨウシキ オ ネントウ ニ オイタ ブツリ キョウイク ニ オケル タイケンガタ ガクシュウ ノ ヘンカク

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This study examines the potential and problems of experiential learning, focusing on scientists' way of thinking and acting in physics undergraduate education in Japan by overviewing the manner in which experiential learning of physics has improved and describing an example of the learning. The experiential learning of physics in Japan has improved by transforming from passive to active learning in higher education. One direction of this improvement is providing the students with the experience of the ways in which scientists think and act, such as question formulation, prediction based on a hypothesis, and analysis of an experiment whose learning methods have not been previously provided. The objects of this improvement include lectures and freshman seminars as well as laboratory experiments. In the last semester, Miura designed a freshman seminar where students measured phenomena in daily life to practice the scientific ways of thinking and acting. Experiential learning such as Miura's practice can improve students' ability to conduct research, and can therefore provide meaningful preparation for undergraduate research in the department of physics.

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