Methods and practice of teaching physics
Mr E J de Jong
12 points
* 2 hours per week
* Full-year subject
* Clayton
*
Prerequisites: Physics minor, Bachelor of Science, Bachelor of Applied Science
or Bachelor of Engineering with a minor sequence in physics
Objectives Upon successful completion of this subject, students should be able to design, implement and effectively teach physics-based units throughout the secondary curriculum; be skilled in organising meaningful classroom learning experiences including theory lessons/discussions, demonstrations, experiments and research projects; have developed an understanding of the nature of formal secondary school physics learning; be familiar with constructivist theories of learning and how adolescents develop ideas about the physical universe. Students should be familiar with the new VCE physics study design and its emphasis on the importance of conceptual understanding of physics ideas within context. Students should be able to effectively and efficiently communicate physics concepts, evaluate individual learner's understanding and generate long-term meaningful conceptual change.
Synopsis This subject is designed to prepare students to teach physics in secondary schools, both as a specialist subject at Years 11 and 12 (VCE Physics) and within the physics components of science in Years 7 to 10 (including normal junior science units on light and optics, sound, mechanics, electricity and magnetism, atomic and nuclear physics, and elective units such as astronomy, astrophysics, electronics and computers in physics). The subject therefore concentrates on both the theoretical and practical aspects of teaching/learning physics. Students are introduced to a wide variety of ideas, techniques and skills that will enable them to evaluate the effectiveness of different teaching/learning strategies. The learning of physics concepts involves considerable conceptual change for learners. It is important, therefore, that physics method students experience first hand the implications of current constructivist theories of learning in science. This is done via an action-research project undertaken while on teaching practice. All physics method students will be expected to participate in a combined science camp to be held in March, which includes practical astronomy observations and a theoretical astrophysics component.
Assessment A precondition for a pass in this method is a pass in
practice teaching and 80% attendance at all timetabled classes. A satisfactory
level of achievement is also required for each of the following tasks
*
Seminar participation: 40%
* Satisfactory completion of assignment tasks:
60%
Prescribed texts
Claxton G Educating the inquiring mind Harvester, 1991
de Jong E J Physics two Heinemann, 1994
White R T and Gunstone R F Probing understanding Falmer, 1992
Recommended texts
de Jong E J Physics one Heinemann, 1994
de Jong E J Physics one TRB Heinemann, 1994
de Jong E J Physics two TRB Heinemann, 1994
Fensham P J, Gunstone R F and White R T The content of science Falmer, 1994
Fensham P J (ed.) Development and dilemmas in science education Falmer, 1988
Victorian Board of Studies VCE Physics study design VBOS, 1997
White R T Learning science Blackwell, 1988
| Published by Monash University, Clayton, Victoria
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