English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The goal of physics teaching is to guide students from their everyday conceptions and activities to scientific models and practices. In essence, there are two different ways toward that goal: Phenomenon-based instruction and model-based instruction. Phenomenon-based instruction has been characterised by subjectivity, affectivity, mediation, exploration, and restrained model use. By definition, model-based instruction must be described by diametrically opposed characteristics: objectivity, rationality, confrontation, hypothesis testing, and extensive model use. Thus, the physics teacher may think that the two methods of teaching and learning do not match. However, we will see that both methods can be combined to guide students stepwise from phenomena to models.

Phenomenon-based learning and model-based teaching: Do they match?