Archive for History of Exact Sciences, Oct 8, 2004
I chart the considerable changes in the status and conception of the Lenz-Ising model from 1920 t... more I chart the considerable changes in the status and conception of the Lenz-Ising model from 1920 to 1950 in terms of three phases: In the early 1920s, Lenz and Ising introduced the model in the field of ferromagnetism. Based on an exact derivation, Ising concluded that it ...
International Journal of Science and Mathematics Education, Jun 28, 2016
This paper studies the cognitive obstacles related to one aspect of mathematization in physics pr... more This paper studies the cognitive obstacles related to one aspect of mathematization in physics problem-solving, namely, what might be called structuring for mathematization, where the problem situation is structured in such a way that a translation to a mathematical universe can be done. We report the results of an analysis of four protocols from task-based interviews with university students working on physics problems in pairs who fail when solving the problems. The obstacles encountered by the students are shown to be related to how the students approach the structuring for mathematization, but they are met at different steps in this process. Four types of obstacles are identified.
The paper aims at characterising and documenting a fundamental change in how phase transitions we... more The paper aims at characterising and documenting a fundamental change in how phase transitions were modelled microscopically in the period 1937–1970. At first, physicists took what will be called a naturalistic approach to phase transitions such as the condensation of gases and the Curie point of ferromagnets. Here the purpose was to explain the phenomenon in question, i.e., to show that a model exhibits the same features as the phenomenon. The scope of this approach was broad, as the goal was to account for several aspects of the phenomenon. The employed model should be very realistic and close to the foundational theory, be it classical or quantum mechanics. In the 1960s, the physicists used an alternative approach that they termed a caricature approach. This approach not only required explanation in the above sense but also understanding of the physical phenomenon, i.e. insights into why the phenomenon behaves as it does. The scope was limited to certain aspects of the phenomenon, such as the behaviour near the critical point. The caricature approach used a hierarchy of models, ranging from realistic ones over more simplified models to models that were mere caricatures of the system in question. Hence, the two approaches represent very different orientations when it comes to the purpose and scope, the organisation of the resulting theories, and what models are acceptable.
Det syvende symposium for Sammenlignende Fagdidaktik (SFD) handlede om fagdidaktiske perspektiver... more Det syvende symposium for Sammenlignende Fagdidaktik (SFD) handlede om fagdidaktiske perspektiver på formativ evaluering og/eller faglig udvikling. Dets fire hovedoplæg belyste alle fagdidaktiske forsknings-/udviklingsprojekter med indhold af formativevalueringskarakter. I denne artikel vil jeg gøre tre ting. For det første vil jeg placere formativ evaluering i en større diskussion om uddannelsestænkning generelt og argumenterer for, at fagdidaktik bør spille en væsentlig rolle i brugen af formativ evaluering. Dernæst vil jeg analysere, hvordan fagdidaktik bliver inddraget i projekternes formative evaluering. Til sidst vil jeg lave en sammenlignende analyse af fagdidaktiske forskelle og ligheder i projekterne: Projekterne adskiller sig i syn på fagdidaktiske forhold om, hvad der skal læres, men giver også udtryk for mere grundlæggende forskelle mht. forholdet mellem almendidaktiske og fagdidaktiske overvejelser og rollen af fagdidaktisk forskning.
In this paper we conceptualize formative peer feedback principles by analyzing and comparing six ... more In this paper we conceptualize formative peer feedback principles by analyzing and comparing six empirical examples of formative peer feedback in a set of international STEM (science, technology, engineering, and mathematics) contexts. By discussing how these different approaches to peer feedback unfold in practice, we aim to facilitate the bridging of the gap between theory and practice in implementing peer feedback in Higher Education. As a group of researchers and teaching practitioners from six Higher Education institutions, we discussed, analyzed, and synthesized practical examples of peer feedback in STEM that cover a breadth of settings, aims, and forms. The analysis and comparison of these examples illustrate how principles in peer feedback emerge in practice. We discuss how the context in peer feedback influences its practical implementation, particularly with regard to its purpose and aims, the development and use of assessment criteria, and embedding and supporting the in...
Archive for History of Exact Sciences, Oct 8, 2004
I chart the considerable changes in the status and conception of the Lenz-Ising model from 1920 t... more I chart the considerable changes in the status and conception of the Lenz-Ising model from 1920 to 1950 in terms of three phases: In the early 1920s, Lenz and Ising introduced the model in the field of ferromagnetism. Based on an exact derivation, Ising concluded that it ...
International Journal of Science and Mathematics Education, Jun 28, 2016
This paper studies the cognitive obstacles related to one aspect of mathematization in physics pr... more This paper studies the cognitive obstacles related to one aspect of mathematization in physics problem-solving, namely, what might be called structuring for mathematization, where the problem situation is structured in such a way that a translation to a mathematical universe can be done. We report the results of an analysis of four protocols from task-based interviews with university students working on physics problems in pairs who fail when solving the problems. The obstacles encountered by the students are shown to be related to how the students approach the structuring for mathematization, but they are met at different steps in this process. Four types of obstacles are identified.
The paper aims at characterising and documenting a fundamental change in how phase transitions we... more The paper aims at characterising and documenting a fundamental change in how phase transitions were modelled microscopically in the period 1937–1970. At first, physicists took what will be called a naturalistic approach to phase transitions such as the condensation of gases and the Curie point of ferromagnets. Here the purpose was to explain the phenomenon in question, i.e., to show that a model exhibits the same features as the phenomenon. The scope of this approach was broad, as the goal was to account for several aspects of the phenomenon. The employed model should be very realistic and close to the foundational theory, be it classical or quantum mechanics. In the 1960s, the physicists used an alternative approach that they termed a caricature approach. This approach not only required explanation in the above sense but also understanding of the physical phenomenon, i.e. insights into why the phenomenon behaves as it does. The scope was limited to certain aspects of the phenomenon, such as the behaviour near the critical point. The caricature approach used a hierarchy of models, ranging from realistic ones over more simplified models to models that were mere caricatures of the system in question. Hence, the two approaches represent very different orientations when it comes to the purpose and scope, the organisation of the resulting theories, and what models are acceptable.
Det syvende symposium for Sammenlignende Fagdidaktik (SFD) handlede om fagdidaktiske perspektiver... more Det syvende symposium for Sammenlignende Fagdidaktik (SFD) handlede om fagdidaktiske perspektiver på formativ evaluering og/eller faglig udvikling. Dets fire hovedoplæg belyste alle fagdidaktiske forsknings-/udviklingsprojekter med indhold af formativevalueringskarakter. I denne artikel vil jeg gøre tre ting. For det første vil jeg placere formativ evaluering i en større diskussion om uddannelsestænkning generelt og argumenterer for, at fagdidaktik bør spille en væsentlig rolle i brugen af formativ evaluering. Dernæst vil jeg analysere, hvordan fagdidaktik bliver inddraget i projekternes formative evaluering. Til sidst vil jeg lave en sammenlignende analyse af fagdidaktiske forskelle og ligheder i projekterne: Projekterne adskiller sig i syn på fagdidaktiske forhold om, hvad der skal læres, men giver også udtryk for mere grundlæggende forskelle mht. forholdet mellem almendidaktiske og fagdidaktiske overvejelser og rollen af fagdidaktisk forskning.
In this paper we conceptualize formative peer feedback principles by analyzing and comparing six ... more In this paper we conceptualize formative peer feedback principles by analyzing and comparing six empirical examples of formative peer feedback in a set of international STEM (science, technology, engineering, and mathematics) contexts. By discussing how these different approaches to peer feedback unfold in practice, we aim to facilitate the bridging of the gap between theory and practice in implementing peer feedback in Higher Education. As a group of researchers and teaching practitioners from six Higher Education institutions, we discussed, analyzed, and synthesized practical examples of peer feedback in STEM that cover a breadth of settings, aims, and forms. The analysis and comparison of these examples illustrate how principles in peer feedback emerge in practice. We discuss how the context in peer feedback influences its practical implementation, particularly with regard to its purpose and aims, the development and use of assessment criteria, and embedding and supporting the in...
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