COURSE GOALS: Enable students to conduct enquiry - based interactive physics teaching in elementary and high schools. Link physics content knowledge with pedagogical knowledge, teaching techniques and attitudes about learning and teaching of physics. Introduce students to theoretical foundations and teaching methods of interactive enquiry- based physics teaching. Introduce students to the key ideas and the most frequent pupils' conceptual, mathematical and reasoning difficulties related to basic concepts of mechanics. Learn how to prepare physics lessons in elementary school and high school. Develop teacher's ability to communicate physics content to students in a way which is adapted to their age and knowledge level
LEARNING OUTCOMES AT THE LEVEL OF THE PROGRAMME:
1. KNOWLEDGE AND UNDERSTANDING
1.1. demonstrate knowledge and understanding of new insights into contemporary physics teaching methods and strategies;
1.5. describe the framework of natural sciences;
1.6. integrate physics content knowledge with knowledge of pedagogy, psychology, didactics and teaching methods courses;
2. APPLYING KNOWLEDGE AND UNDERSTANDING
2.6. create a learning environment that encourages active engagement in learning and promotes continuing development of pupils' skills and knowledge;
2.7. plan and design appropriate teaching lessons and learning activities based on curriculum goals and principles of interactive enquiry-based teaching;
3. MAKING JUDGMENTS
3.1. develop clear and measurable learning outcomes and objectives in teaching based on curriculum goals;
3.3. reflect on and evaluate their own practice of teaching;
3.4. accept responsibilities in planning and managing teaching duties;
3.5. demonstrate professional integrity and ethical behaviour in work with pupils and colleagues;
LEARNING OUTCOMES SPECIFIC FOR THE COURSE:
1) state and describe theoretical foundations and teaching methods of enquiry- based interactive physics teaching
2) explain and apply key physical ideas, models and laws from mechanics in a way accessible to students
3) state and explain the most frequent conceptual, mathematical and reasoning difficulties related to basic mechanics concepts and the methods for their resolution
4) describe and explain the basic elements of knowledge in natural sciences (model, law, theory) and their role in physics teaching
5) describe and apply basic elements of scientific reasoning (hypothetico - deductive reasoning, proportional reasoning, control of variables)
6) state types of school physics experiments and describe their role and implementation in physics teaching
7) describe and implement interactive engagement teaching methods
8) prepare lesson plans for elementary and high school
15 weeks, 2 periods of lectures and 2 periods of seminars per week
1) (4 periods) Interactive enquiry- based teaching. Physics curriculum for elementary school and high school. Learning outcomes.
2) (4 periods) Interactive teaching methods. Structure of a physics lesson. Analysis of video recorded physics lessons.
3) (4 periods) Knowledge and nature of science. Modelling in physics. Writing of lesson plans for elementary school.
4) (4 periods) Constructivist model of learning. Writing of lesson plans for high school.
5) (4 periods) Development of formal thinking in students. Proportional reasoning, control of variables, hypothetico - deductive reasoning.
6) (4 periods) Students' mathematical and reasoning difficulties in physics. Vectors. Interpretation of equations.
7) (4 periods) Basic kinematic concepts. Analysis of kinematic graphs.
8) (4 periods) Role of experiments in physics teaching. Representing and analysing measurement results in physics teaching.
9) (4 periods) Students' preconceptions and conceptual change. Basic techniques of promoting conceptual change.
10) (4 periods) Key ideas and student difficulties related to Newton's laws. Free body force diagrams.
11) (4 periods) Key ideas and student difficulties related to passive forces (friction, string tension, normal force).
12) (4 periods) Key ideas and student difficulties related to circular motion.
13) (4 periods) Key ideas and student difficulties related to inertial and accelerated reference frames.
14) (4 periods) Key ideas and student difficulties related to Newton's law of gravity.
15) (4 periods) Geocentric and heliocentric system - a historical illustration of a formation of a scientific model
REQUIREMENTS FOR STUDENTS:
Students are required to regularly attend lectures and seminars and hand in homework assignments.
GRADING AND ASSESSING THE WORK OF STUDENTS:
Students are evaluated on two tests and several homework assignments.
Maximum score = 100 points = homework (20) +1. test (40) + 2. test (40)
Students who obtain more than 80% of points on each test do not have to take the oral exam.
Students who obtain less than 50% on any one of the tests or do not earn at least 50% of homework points must repeat the course (each test can be taken twice).
The final grade is formed on the basis of the total number of points and the result of the oral exam.