Imagination in learning Electrical Physics

Kenneth Meyer

    Research output: ThesisDoctoral Thesis

    36 Downloads (Pure)

    Abstract

    The results and implications of this study are directly applicable to teaching and learning electricity and may, potentially, be extended into any highly abstract domain. During the study, ten imagination categories were developed along with associated imaginative skills activities to encourage imagination. This imagination produced a language that assisted with complex abstraction. Activities to develop these imaginative skills have focused on particular electrical concept areas. The imagination activities encourage the creation and re-creation of mental models, thereby helping students with appropriate conceptions and to overcome or re-work misconceptions. These focused activities can now be used without further modification in the teaching and learning of electrical physics. Further implications are that the teaching of electrical physics needs to move away from the predominant and largely empiricist worldview to a more holistic one. This can be achieved by training electrical teachers to understand that there are many ways of knowing something, imagination being one. A wider implication is that the principles behind the imagination activities approach will be applicable to many abstract domains “ possibly all. This study is a paradigm pioneer, standing on the edge of the scientific rationalism represented in electrical physics and stepping out into the substantially ignored world of imagination.
    Original languageEnglish
    QualificationDoctor of Philosophy
    Awarding Institution
    • Charles Sturt University
    Supervisors/Advisors
    • Down, Catherine, Co-Supervisor
    • Rushbrook, Peter, Co-Supervisor
    Award date01 Sep 2012
    Place of PublicationAustralia
    Publisher
    Publication statusPublished - 2012

    Fingerprint

    physics
    learning
    Teaching
    rationalism
    worldview
    imagination
    abstraction
    electricity
    paradigm
    teacher
    language
    student

    Cite this

    Meyer, K. (2012). Imagination in learning Electrical Physics. Australia: Charles Sturt University.
    Meyer, Kenneth. / Imagination in learning Electrical Physics. Australia : Charles Sturt University, 2012. 328 p.
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    title = "Imagination in learning Electrical Physics",
    abstract = "The results and implications of this study are directly applicable to teaching and learning electricity and may, potentially, be extended into any highly abstract domain. During the study, ten imagination categories were developed along with associated imaginative skills activities to encourage imagination. This imagination produced a language that assisted with complex abstraction. Activities to develop these imaginative skills have focused on particular electrical concept areas. The imagination activities encourage the creation and re-creation of mental models, thereby helping students with appropriate conceptions and to overcome or re-work misconceptions. These focused activities can now be used without further modification in the teaching and learning of electrical physics. Further implications are that the teaching of electrical physics needs to move away from the predominant and largely empiricist worldview to a more holistic one. This can be achieved by training electrical teachers to understand that there are many ways of knowing something, imagination being one. A wider implication is that the principles behind the imagination activities approach will be applicable to many abstract domains “ possibly all. This study is a paradigm pioneer, standing on the edge of the scientific rationalism represented in electrical physics and stepping out into the substantially ignored world of imagination.",
    author = "Kenneth Meyer",
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    Meyer, K 2012, 'Imagination in learning Electrical Physics', Doctor of Philosophy, Charles Sturt University, Australia.

    Imagination in learning Electrical Physics. / Meyer, Kenneth.

    Australia : Charles Sturt University, 2012. 328 p.

    Research output: ThesisDoctoral Thesis

    TY - THES

    T1 - Imagination in learning Electrical Physics

    AU - Meyer, Kenneth

    PY - 2012

    Y1 - 2012

    N2 - The results and implications of this study are directly applicable to teaching and learning electricity and may, potentially, be extended into any highly abstract domain. During the study, ten imagination categories were developed along with associated imaginative skills activities to encourage imagination. This imagination produced a language that assisted with complex abstraction. Activities to develop these imaginative skills have focused on particular electrical concept areas. The imagination activities encourage the creation and re-creation of mental models, thereby helping students with appropriate conceptions and to overcome or re-work misconceptions. These focused activities can now be used without further modification in the teaching and learning of electrical physics. Further implications are that the teaching of electrical physics needs to move away from the predominant and largely empiricist worldview to a more holistic one. This can be achieved by training electrical teachers to understand that there are many ways of knowing something, imagination being one. A wider implication is that the principles behind the imagination activities approach will be applicable to many abstract domains “ possibly all. This study is a paradigm pioneer, standing on the edge of the scientific rationalism represented in electrical physics and stepping out into the substantially ignored world of imagination.

    AB - The results and implications of this study are directly applicable to teaching and learning electricity and may, potentially, be extended into any highly abstract domain. During the study, ten imagination categories were developed along with associated imaginative skills activities to encourage imagination. This imagination produced a language that assisted with complex abstraction. Activities to develop these imaginative skills have focused on particular electrical concept areas. The imagination activities encourage the creation and re-creation of mental models, thereby helping students with appropriate conceptions and to overcome or re-work misconceptions. These focused activities can now be used without further modification in the teaching and learning of electrical physics. Further implications are that the teaching of electrical physics needs to move away from the predominant and largely empiricist worldview to a more holistic one. This can be achieved by training electrical teachers to understand that there are many ways of knowing something, imagination being one. A wider implication is that the principles behind the imagination activities approach will be applicable to many abstract domains “ possibly all. This study is a paradigm pioneer, standing on the edge of the scientific rationalism represented in electrical physics and stepping out into the substantially ignored world of imagination.

    M3 - Doctoral Thesis

    PB - Charles Sturt University

    CY - Australia

    ER -

    Meyer K. Imagination in learning Electrical Physics. Australia: Charles Sturt University, 2012. 328 p.