Project Details
Abstract
Physical terminologies have a strong influence on the process of absorbing physical conception.
Chinese physical terminologies main come from two stages: translations by Jesuits and Chinese
scholars in the Ming and Qing Dynasties and by returned scholars from Japan after the First Sino-
Japanese War. Therefore, investigating the details of the translation and evolution of physical
terminology is of great significance for studying students’ misconceptions.
Based on my past research, I will proceed to explore the representations and etymology of
mechanics terminology in teaching and learning physics.
The study will focus on the concept of acceleration, the expression of Newton’s motion laws, and
so on from three perspectives: (1) The translation and evolution of Chinese physical terminology
in the translated textbooks during the Ming-Qing period; (2) the etymology of these physical
terminology; (3) the impact on teaching and learning from the representation of the physical
terminology.
In this study, interviews with high school students and teachers together with the analysis of
questions designed to probe students’ understanding will be applied to figure out key problems
and effective cognitive conflict strategies to strengthen the development of professional teaching,
clarify student’s misunderstanding, and improve the context of physics textbooks.
Project IDs
Project ID:PF10607-1678
External Project ID:MOST106-2511-S182-004
External Project ID:MOST106-2511-S182-004
Status | Finished |
---|---|
Effective start/end date | 01/08/17 → 31/07/18 |
Keywords
- physical terminology
- etymology
- textbook
- misconception
- acceleration
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