1 / 12

ICPE - International Commission of Physics Education

Physics Education Physics Didactics Physics Education Research ? Ann-Marie.Pendrill@physics.gu.se + Natl. Resource Center for Physics Education fysik.org.

kioko
Download Presentation

ICPE - International Commission of Physics Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Physics Education Physics DidacticsPhysics Education Research?Ann-Marie.Pendrill@physics.gu.se+ Natl. Resource Center for Physics Educationfysik.org

  2. Ann-Marie PendrillProf. Atomic Physics, U. GothenburgPost-doc UW, Seattle + Oxford (78-80)Teaching first-year engineering physics students, 100-120 studentsUsing FCI, pre-postPeer instruction, using"poor man's clickers" = colored papersin large lecture hall+ supervising CUL - students.Teachers combining school work with PhD studies

  3. ICPE - International Commission of Physics Education Chair: Pratibha Jolly, India (Girep, Reims, 2010)

  4. Elena Sassi, Napoli, ICPE-member: • Distinguish between: • Physics • Physics Education • Physics Education Research

  5. Object of study? • Pupils - different age groups • Student teachers • University students • Teachers - professional development • Scholarship of teaching and learning

  6. Didactics for Physicists? • Methods and tools that can be used directly • Conceptual understanding • Nature of science • Outreach • ... • Something the cat brought in ...?

  7. FND, 16-17 nov, Kristianstad-Round-table discussion,Teacher educators in physics Vilken kunskap behöver blivande lärare få möjlighet att utveckla under sin utbildning? Vilka krav ställer detta på lärarutbildningen? Skolämnet fysik är något annat än den akademiska disciplinen. T.ex. behandlas i skolans kursplaner fysikens relation till samhället i övrigt och fysikens bidrag till ställningstagande i samhällsfrågor. Vilken fysik bör man fokusera på i lärarutbildningen? Diskuteras perspektiv på fysikämnet och i så fall vilka? Filosofiska och vetenskapsteoretiska perspektiv? Sociologiska perspektiv? Historiska perspektiv? Hur kopplas fysiken till andra naturvetenskapliga ämnen och till matematik? Hur används IKT i undervisningen? Hur speglas fysikforskningens frontlinjer? Vilken fysikdidaktik behandlas? Görs detta integrerat med ämneskurser eller som separata kurser? Nationellt resurscentrum för fysik (NRCF) organiserar under FND-konferensen ett rundabordssamtal och initierar en diskussion kring dessa frågor. Deltagarna får bidra med erfarenheter från sina respektive högskolor och universitet. Vi diskuterar också huruvida det finns ett intresse för att starta ett nätverk för lärarutbildare i fysik och fysikdidaktik? Vilka frågor har vi ett gemensamt intresse av att diskutera och utbyta erfarenheter kring? Vi riktar oss till lärarutbildare som arbetar med inriktningar mot grundskolans senare skolår och gymnasiet.

  8. Students' competencies of an adequate understanding of measurement uncertainties • Julia Glomski and Burkhard Priemer • German education standards: • analyse data • document results • assess the validity Develop normative model, various levels of competence + standardized test instrument

  9. Nature of Science authentically, explicity and reflexively in a science lab for school students • Stefan Uhlmann and Burkhard Priemer • Experimental work at school and at research inst. • Communicating with scientists: physics content and ways of gaining knowledge • See, discuss, learn about real scientific experiments • 200 pupils, age 16-18 • Subdimensions of NoS conveyed. • Additional focus on NoS does not affect content knowledge

  10. Using complexity thinking and network theory in Modeling of Higher Education Student Trajectories in Physics and Engineering Physics • Jonas Forsman • Challenge - students drop out - why ? • Complex network of causes and influences • Attitudes, identity, social situation. • Aim for non-linear model of student retention • So far, no account of students pre-knowledge (or knowledge formation)

  11. Making meaning in physics in relation to attainingfluency in diciplinary discourse: From exoplanets to semiotic resources in the astronomy learning environment. • Urban Eriksson • Lic astronomi + finish in Phys. Ed. Research • Building on John Airey's work on representations

  12. What is the importance of teacher enthusiasm?ownership of the content?What challenges do you see in sharing your enthusiasm?What representations do you expect to be important?

More Related