Using the Anthropological Theory of Didactics in Physics: Characterization of the Teaching Conditions of Energy Concept and the Personal Relations of freshmen to this Concept

Abstract

In this article, the complex relationships between teaching conditions of energy concept and students’ personal relations to this concept were investigated. The Anthropological Theory of Didactics, developed by Chevallard, has been used as a framework. In order to determine these complex relationships, first the sourcebook (Survey Physics I) used at the university has been analysed (to deduce Institutional Relation to energy concept) and secondly an achievement test has been used to collect data (to deduce Personal Relation to energy concept). The sample of the study comprised 36 first grade university students attending to the Fundamental Physics I course in the Faculty of Arts and Sciences at the Karadeniz Technical University. The praxeological approach was used to analyze the data obtained in a descriptive and qualitative way. Not only a close relationship was found between the teaching activities and the students’ perception of energy concept, but also the adverse effects of institutional relations to personal relations about energy were determined.