نوع مقاله : مقاله پژوهشی
نویسندگان
1 شمس آباد، خ استادحسن بنا، میدان شریفی، خ شریفی غربی، پلاک ۱۴، زنگ ۲
2 دانشجوی کارشناسی
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
This study, conducted within Practicum III at Farhangian University, explored the impact of active representation on teaching abstract physics concepts. The focus was on enhancing 10th grade students’ understanding of the particle model and states of matter through embodied learning. Practicum III provided a unique opportunity for student teachers to bridge the gap between educational theories and classroom realities by designing and implementing active, learner centered lessons in authentic school environments. The methodology was grounded in an active learning framework known as the “Particle Game,” which emphasizes three sequential stages: experiencing, explaining, and applying. In the experiencing stage, students physically role played the behavior of particles in solid, liquid, and gas states, while also conducting simple hands on experiments. In the explaining stage, learners worked collaboratively in small groups to complete comparative tables and discuss their observations, thereby constructing meaning from direct experience. In the applying stage, groups compared their results and transferred their newly acquired knowledge to novel, real world situations. Continuous, process based assessment was carried out through systematic classroom observation and careful evaluation of group discussions and outputs, focusing not only on correct answers but also on the quality of reasoning and collaboration. The findings revealed that embodied modeling significantly improved students’ conceptual grasp of particle behavior, particularly regarding particle arrangement, motion, and energy in different states of matter. In addition to cognitive gains, the active approach substantially increased student motivation, concentration, and overall engagement in the classroom. Students who had previously shown little interest in physics became active participants, and disruptive behaviors decreased noticeably. Furthermore, students successfully transferred their knowledge to real world contexts, such as industrial engraving processes and Brownian motion, demonstrating that their understanding was not merely rote but genuinely applicable. The active representation method also helped reduce common misconceptions, such as the belief that particles expand or contract rather than changing their spacing and motion. Overall, the “Particle Game” approach demonstrated its effectiveness as a practical, low cost, and highly engaging model for bridging abstract scientific concepts with tangible, bodily experiences. This embodied learning framework offers a valuable and replicable model for teaching physics in secondary education, particularly for topics that involve invisible entities and dynamic processes.
کلیدواژهها [English]
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