Physics education 1101-4NP23
The aim of the course is to present to the student teachers difficulties that physics causes as a curriculum subject, and ways to overcome them, in view of modern research in physics education. The rest of material ( assessment, selected teaching methods and the syllabus content) is presented with an eye to the teaching aims.
Program:
1. Physics as a discipline and as a curriculum subject. Methodology of physics vs. methodology of physics education.
2. The aims of physics teaching.
3. The problems of language in the teaching of physics.
4. Students' cognitive difficulties in learning of physics. Constructing teaching-learning sequences based on the knowledge of cognitive barriers.
5. Assessment and examinations. Testing for understanding.
6. Selected physics concepts and topics: review of teaching approaches.
7. Models in physics and in physics education.
8. Teaching methods for active learning. Informal teaching and learning.
9. Teaching physics in various contexts (physics of cooking, physics of toys, physics in environmental problems?).
Assessment form:
Pass of class exercises
Examination: 1. A written part (an essay or a teaching sequence) to be prepared at home. 2. An oral exam in case of doubt.
Description by Magdalena Staszel, May 2010.
Main fields of studies for MISMaP
Mode
Learning outcomes
After completing the course the student:
1. Demontrates the knowledge of the present syllabus for lower and upper secondary school
2. Can match the assessment tools to the assumed teaching aims
3. Recognizes the most frequent pupils' cognitive difficulties and can diagnose and them.
4. Analyses the complexity of scientific texts and their suitability to various age groups
5. Designs teaching-learning sequences to remedy cognitive difficulties
6. Applies examples of ubiquity of physics in everyday life
7. Proposes attractive teaching context to increase pupils'interest
8. Can apply active teaching methods.
Assessment criteria
The contributions of the various forms to the final result are the following:
Attending the classes - 20%, taking active part - 25%,
homework - 25%, exam - 30%.
Practical placement
none
Bibliography
1. J.L.Lewis (ed), Nauczanie Fizyki.
2. B.Niemierko, Diagnostyka edukacyjna
3. J.D.Harron, Lekcja chemii. O skutecznym sposobie uczenia
4. A.B.Arons, A Guide to Introductory Physics Teaching (selected chapters)
5. R.Driver, E.Guesne, A.Tiberghien, Children's Ideas in Science.
and papers in specialistic journals, suggested by the lecturer
Additional information
Information on level of this course, year of study and semester when the course unit is delivered, types and amount of class hours - can be found in course structure diagrams of apropriate study programmes. This course is related to the following study programmes:
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: