moving bodies




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introductory picture moving bodies

1

Title of case study
2

Authors and Institutions
3

Abstract
4

Description of case study
5

Historical and philosophical background including nature of science

5.1

Aristotele: life - work - thinking


5.1.1Short biography of Aristotle


5.1.2Aristotle's thinking

5.2
Galileo Galilei: life - work - thinking


5.2.1Short biography of Galilei


5.2.2Galilei's views on science

5.3
Learning about the nature of science


5.3.1Scientific controversies


5.3.2
The importance of thought experiments and idealizations


5.3.3
The role of mathematics for the interpretation of nature


5.3.4
Technical innnovations can advance science
6

Target group, curricular relevance and didactical benefit

6.1

Learners' prerequisites

6.2

Competencies
7

Activities, methods and media for learning

7.1

Students develop their own classification of bodies in motion

7.2

Development of a classification system according to Aristotle

7.3

Confronation of Galileo's and Aristotles view on the problme of motion

7.4

Studying motion - an egg-race

7.5

From optimization to idealization

7.6

Free falling bodies

7.7

Experimental exploration of the law of falling bodies as a sequence of numbers

7.8

Astronomical observations and the unity of physics
8

Obstacles to teaching and learning

8.1

Students' preconceptons about intertia

8.2

The "reflection corner" - a method for adressing the nature of science explicitly and reflectivly
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Pedagogical skills

9.1

Handling of non-predefined results

9.2

Initiating explicit reflections on the nature of science

9.3

Philosophizing with children

9.4

Handling of scenic dialogues
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Evaluation of case study
11

Further user professional development
12

Written ressources