URL study guide
https://tue.osiris-student.nl/onderwijscatalogus/extern/cursus?cursuscode=EMNK10&collegejaar=2025&taal=enDescription
In Physics Teaching 1, attention will be paid to lesson preparation, lesson planning and evaluation of lessons. Some assignments need to be enacted in a class. Therefore, having an internship or access to a class (e.g. previous internship, personal contacts, etc.) while taking this course will be necessary for the students to be able to complete the assignments.Teaching Physics 1 is about teaching and structuring Physics in secondary education. The following topics are covered:
Learning concepts. Pupils have their own ideas of physics concepts (e.g. speed, force, mass, etc.). The physics topics and associated concepts from lower and upper secondary education provide pupils with possible naive ideas and misconceptions. Pupils build up a unique mental model for themselves and this is often referred to as 'alternative student (pupil) ideas'. Pupils' ideas are gradually built up through their own experience and observations, through ideas already present in the environment, through language use in the environment and through ideas that are conveyed through education. Many concepts from the lower secondary (onderbouw) physics lessons come back with a higher abstraction level in the upper secondary (bovenbouw) physics lessons. After this part, the student is better able to empathize with the pupils’ way of thinking and respond appropriately.
Teaching methods and differentiation. The different types of active teaching methods that can be used in the physics lessons of secondary education are studied. A student will develop an activating teaching method for one of the subjects of upper secondary physics lessons (e.g. electricity, magnetism, etc.). Pupils learn physics in their own way. Supporting learning with different teaching methods and strategies ensures that each pupil is addressed according to his/her learning style. Attention is paid to differentiation within the school subject of physics.
Solving a problem. A physics teacher has a higher level of knowledge in the subject matter than his/her pupils. We study the systematic problem approach, in which a student gains insight into the process of problem-solving in pupils and develops tools to identify and analyze this in pupils. The starting point is his/her own and that of the fellow students’ way of solving the problem.
Goals of physics education. The subject structure and building-up of the subjects in secondary school physics education, the final exams in physics and the core objectives of secondary school physics education provide the student with insight into the goals of physics education. The new developments in the physics curriculum are also discussed.
Physics Assessments. Assessment occupies an important place in education. A lot is measured in schools and the result is often given in the form of numbers. However, assessment could be used much more as a feedback tool. Formative assessment is characterized by rich feedback during different stages of the learning process, promoting self-regulation and active involvement of learners. Therefore, we will focus on formative evaluation strategies in this section
In this course, some assignments need to be enacted in a secondary education class. Therefore, having an internship or access to a class (e.g. previous internship, personal contacts, etc.) while taking this course will be necessary for the students to be able to complete the assignments.
Objectives
At the end of this course, the student is able to:1. formulate a vision of teaching physics and act accordingly.
2. demonstrate familiarity with HAVO and VWO physics final attainment levels and be able to link them logically.
3. construct and analyse different types of assignments and formative tests.
4. demonstrate familiarity with various misconceptions within school physics and can demonstrably respond to them.
5. use theory on systematic problem solving to help students solve physics assignments in different ways
6. effectively use different activating forms of work in his/her physics lessons.
7. elaborate the science didactic approach to inquiry-based learning in a student assignment.
8. give and receive feedback on own actions in class and can reflect on own actions.
9. apply the domains of the PCK model in context when preparing and implementing a lesson, and when reflecting after the lesson.