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https://doi.org/10.21256/zhaw-30412| Publication type: | Article in scientific journal |
| Type of review: | Peer review (publication) |
| Title: | An industrial educational laboratory at Ducati Foundation : narrative approaches to mechanics based upon continuum physics |
| Authors: | Corni, Federico Fuchs, Hans Ulrich Savino, Giovanni |
| et. al: | No |
| DOI: | 10.1080/09500693.2017.1407886 10.21256/zhaw-30412 |
| Published in: | International Journal of Science Education |
| Volume(Issue): | 40 |
| Issue: | 3 |
| Page(s): | 243 |
| Pages to: | 267 |
| Issue Date: | 2017 |
| Publisher / Ed. Institution: | Routledge |
| ISSN: | 0950-0693 1464-5289 |
| Language: | English |
| Subjects: | Momentum; Angular momentum; Narrative; Metaphor; Informal science education; Physics |
| Subject (DDC): | 378: Higher education 530: Physics |
| Abstract: | This is a description of the conceptual foundations used for designing a novel learning environment for mechanics implemented as an Industrial Educational Laboratory – called Fisica in Moto (FiM) – at the Ducati Foundation in Bologna. In this paper, we will describe the motivation for and design of the conceptual approach to mechanics used in the lab – as such, the paper is theoretical in nature. The goal of FiM is to provide an approach to the teaching of mechanics based upon imaginative structures found in continuum physics suitable to engineering and science. We show how continuum physics creates models of mechanical phenomena by using momentum and angular momentum as primitive quantities. We analyse this approach in terms of cognitive linguistic concepts such as conceptual metaphor and narrative framing of macroscopic physical phenomena. The model discussed here has been used in the didactical design of the actual lab and raises questions for an investigation of student learning of mechanics in a narrative setting. |
| URI: | https://digitalcollection.zhaw.ch/handle/11475/30412 |
| Fulltext version: | Published version |
| License (according to publishing contract): | CC BY-NC-ND 4.0: Attribution - Non commercial - No derivatives 4.0 International |
| Departement: | School of Engineering |
| Organisational Unit: | Institute of Applied Mathematics and Physics (IAMP) |
| Appears in collections: | Publikationen School of Engineering |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| 2017_Corni-etal_Industrial-educational-laboratory-Ducati-Foundation.pdf | 6.96 MB | Adobe PDF |  View/Open |
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Corni, F., Fuchs, H. U., & Savino, G. (2017). An industrial educational laboratory at Ducati Foundation : narrative approaches to mechanics based upon continuum physics. International Journal of Science Education, 40(3), 243–267. https://doi.org/10.1080/09500693.2017.1407886
Corni, F., Fuchs, H.U. and Savino, G. (2017) ‘An industrial educational laboratory at Ducati Foundation : narrative approaches to mechanics based upon continuum physics’, International Journal of Science Education, 40(3), pp. 243–267. Available at: https://doi.org/10.1080/09500693.2017.1407886.
F. Corni, H. U. Fuchs, and G. Savino, “An industrial educational laboratory at Ducati Foundation : narrative approaches to mechanics based upon continuum physics,” International Journal of Science Education, vol. 40, no. 3, pp. 243–267, 2017, doi: 10.1080/09500693.2017.1407886.
CORNI, Federico, Hans Ulrich FUCHS und Giovanni SAVINO, 2017. An industrial educational laboratory at Ducati Foundation : narrative approaches to mechanics based upon continuum physics. International Journal of Science Education. 2017. Bd. 40, Nr. 3, S. 243–267. DOI 10.1080/09500693.2017.1407886
Corni, Federico, Hans Ulrich Fuchs, and Giovanni Savino. 2017. “An Industrial Educational Laboratory at Ducati Foundation : Narrative Approaches to Mechanics Based upon Continuum Physics.” International Journal of Science Education 40 (3): 243–67. https://doi.org/10.1080/09500693.2017.1407886.
Corni, Federico, et al. “An Industrial Educational Laboratory at Ducati Foundation : Narrative Approaches to Mechanics Based upon Continuum Physics.” International Journal of Science Education, vol. 40, no. 3, 2017, pp. 243–67, https://doi.org/10.1080/09500693.2017.1407886.
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