Superconductivity offers many opportunities to explore a relevant phenomenology interesting for students because perceived as a challenge stimulating the construction of models, activating a critical re-analysis of magnetic and electrical properties of materials, bridging science and technology. In the European projects MOSEM1-2, an educational path was developed on superconductivity for high school based on explorative experiments and on-line measurements concerning the Meissner and the pinning effects. Feasibility tests were performed in several Italian high schools with more than 500 students. A research experimentation carried out with 40 selected students, aged 17-19, was focused on the models they develop analyzing the Meissner effect using the field lines representation. Data were collected by the worksheets used by students and by the audio-tape dialogues in the group activities. A qualitative analysis of the students’ answers, sentences, explicit reasoning and drawings was performed. The students learning paths show a progressive construction of models based on the ideal diamagnetic properties of superconductors, in which the concept of field has an important role.

High school students analyzing the phenomenology of superconductivity and constructing model of the Meissner effect

STEFANEL, Alberto;MICHELINI, Marisa;SANTI, Lorenzo Gianni
2014-01-01

Abstract

Superconductivity offers many opportunities to explore a relevant phenomenology interesting for students because perceived as a challenge stimulating the construction of models, activating a critical re-analysis of magnetic and electrical properties of materials, bridging science and technology. In the European projects MOSEM1-2, an educational path was developed on superconductivity for high school based on explorative experiments and on-line measurements concerning the Meissner and the pinning effects. Feasibility tests were performed in several Italian high schools with more than 500 students. A research experimentation carried out with 40 selected students, aged 17-19, was focused on the models they develop analyzing the Meissner effect using the field lines representation. Data were collected by the worksheets used by students and by the audio-tape dialogues in the group activities. A qualitative analysis of the students’ answers, sentences, explicit reasoning and drawings was performed. The students learning paths show a progressive construction of models based on the ideal diamagnetic properties of superconductors, in which the concept of field has an important role.
2014
978-605-364-658-7
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11390/1073738
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