FOUR PERSPECTIVES ON TWO FUNDAMENTAL CONCEPTS - MATHEMATICS AND PHYSICS TEACHERS' PERCEPTIONS OF MODELS AND MODELING IN THE CLASSROOMS
DOI:
https://doi.org/10.18173/2354-1075.2024-0131Keywords:
models, modeling, mathematics education, physics education, teachers’ perspectivesAbstract
The terms model and modeling are central concepts in mathematics and physics teaching. It is known, however, that the focus of the perspectives on these concepts in the two subjects are shifted against each other. Therefore, as part of an interview study, the views of teachers who teach both mathematics and physics are investigated. The article presents the results of this study for the concept of modeling, for which no fundamental differences can be found, but attitudes that are not conducive to successful integration in the classroom. Results on the different perceptions of central concepts in questions of interdisciplinary teaching and also in increasingly widespread STEM lessons appear to be particularly significant. Finally, selected impulses for the integration of modeling tasks are briefly outlined.
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