Students' conceptions of
particle physics - part 1
[email protected]
What is S’Cool LAB?
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HANDS-ON PARTICLE PHYSICS LEARNING LABORATORY
For high-school students and teachers
International audience from more than 20 countries
Independent experimentation in small groups
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200 m2 MODULAR LABORATORY SPACE AT CERN
State-of-the-art IT equipment incl. videoconferencing
Showcase for experiments for schools linked to CERN’s
scientific programme and technologies
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TEST BED FOR PHYSICS EDUCATION RESEARCH
Development and evaluation of student activities
accompanied by research in physics education
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Aims of S’Cool LAB
UNDERSTAND
DISCOVER
Make CERN’s physics and
technologies understandable
to students through hands-on
experimentation
Give insights into the working
methods, technologies and
research of the world's largest
particle physics laboratory
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Experiments
Particle Acceleration
electrons &
electric
fields
Basics & Applications
particle
traps
FRANCKHERTZ
experiment
HALL effect
electrons &
magnetic
fields
superconductivity
PLANCK’s
constant
cloud
chambers
pixel
detectors
(MEDIPIX)
scintillation
detectors
PET
RUTHERFORD
experiment
Particle Detection
X-ray
machines
ionisation
chambers
… and many more to come
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Why students‘ conceptions?
"For museum professionals, knowledge of the audience’s conceptions of
the issue to be presented in an exhibition should always be considered in
the exhibition development process, and it should be noted that the
audience’s conceptions may prevent the intended interpretation of
information presented at a museum.“
Henriksen, E., & Jorde, D. (2001). High school students’ understanding of radiation and the environment: Can
museums play a role? Science Education 85, 189–206.
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Why students‘ conceptions?
“students’ prior knowledge can interfere with how they observe and
remember lecture demonstrations”
1. 1 out of 5 observations of a demonstration is inconsistent with the
actual outcome
2. students who understand the underlying concepts are more likely to
observe it and remember it correctly
3. students are more likely to observe a demonstration correctly if they
predict the outcome first (no matter whether wright or wrong)
4. conceptual learning is supported by correct observations
Miller, K., Lasry, N., Chu, K., & Mazur, E. (2013). Role of physics lecture demonstrations in conceptual learning.
Physical review special topics – Physics education research 9.
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Predict-Observe-Explain
White, R. T., & Gunstone, R. F. (1992). Probing Understanding. Great Britain: Falmer Press.
20/01/2
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Help us validate our questionnaire!
Cloud chamber
X-Ray unit
Electron tube
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Expert rating by teachers
In this questionnaire, we would like to get to know you better and to find
out, what your conceptions of particle physics are and what you think
might be difficult for students.
• Please choose for every question ONE of the given answers, which you think is
right.
• Please rate your level of confidence with this answer.
• Please rate, how difficult you think this question is for high-school students (age 18)
• Please explain, why you think so.
• Many thanks in advance for your help!
• Your ratings as well as first results from students will be presented on
14/07/16 10:45!
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