• Open Access

Students’ framing of laboratory exercises using infrared cameras

Jesper Haglund, Fredrik Jeppsson, David Hedberg, and Konrad J. Schönborn
Phys. Rev. ST Phys. Educ. Res. 11, 020127 – Published 22 October 2015

Abstract

Thermal science is challenging for students due to its largely imperceptible nature. Handheld infrared cameras offer a pedagogical opportunity for students to see otherwise invisible thermal phenomena. In the present study, a class of upper secondary technology students (N=30) partook in four IR-camera laboratory activities, designed around the predict-observe-explain approach of White and Gunstone. The activities involved central thermal concepts that focused on heat conduction and dissipative processes such as friction and collisions. Students’ interactions within each activity were videotaped and the analysis focuses on how a purposefully selected group of three students engaged with the exercises. As the basis for an interpretative study, a “thick” narrative description of the students’ epistemological and conceptual framing of the exercises and how they took advantage of the disciplinary affordance of IR cameras in the thermal domain is provided. Findings include that the students largely shared their conceptual framing of the four activities, but differed among themselves in their epistemological framing, for instance, in how far they found it relevant to digress from the laboratory instructions when inquiring into thermal phenomena. In conclusion, the study unveils the disciplinary affordances of infrared cameras, in the sense of their use in providing access to knowledge about macroscopic thermal science.

  • Figure
  • Figure
  • Figure
  • Figure
  • Received 12 June 2015

DOI:https://doi.org/10.1103/PhysRevSTPER.11.020127

This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.

Published by the American Physical Society

Authors & Affiliations

Jesper Haglund

  • Department of Physics and Astronomy, Uppsala University, Box 516, 75120 Uppsala, Sweden

Fredrik Jeppsson

  • Department of Social and Welfare Studies, Linköping University, 60174 Norrköping, Sweden

David Hedberg

  • Realgymnasiet, Kungsgatan 53, 60233 Norrköping, Sweden

Konrad J. Schönborn

  • Department of Science and Technology, Linköping University, 60174 Norrköping, Sweden

Article Text

Click to Expand

References

Click to Expand
Issue

Vol. 11, Iss. 2 — July - December 2015

Reuse & Permissions
Author publication services for translation and copyediting assistance advertisement

Authorization Required


×
×

Images

×

Sign up to receive regular email alerts from Physical Review Physics Education Research

Reuse & Permissions

It is not necessary to obtain permission to reuse this article or its components as it is available under the terms of the Creative Commons Attribution 3.0 License. This license permits unrestricted use, distribution, and reproduction in any medium, provided attribution to the author(s) and the published article's title, journal citation, and DOI are maintained. Please note that some figures may have been included with permission from other third parties. It is your responsibility to obtain the proper permission from the rights holder directly for these figures.

×

Log In

Cancel
×

Search


Article Lookup

Paste a citation or DOI

Enter a citation
×