Syllabus for Considerations for Effective Physics Teaching
Fysikundervisning i praktiken
- 5 credits
- Course code: 1FA516
- Education cycle: First cycle
Main field(s) of study and in-depth level:
Explanation of codes
The code indicates the education cycle and in-depth level of the course in relation to other courses within the same main field of study according to the requirements for general degrees:
- G1N: has only upper-secondary level entry requirements
- G1F: has less than 60 credits in first-cycle course/s as entry requirements
- G1E: contains specially designed degree project for Higher Education Diploma
- G2F: has at least 60 credits in first-cycle course/s as entry requirements
- G2E: has at least 60 credits in first-cycle course/s as entry requirements, contains degree project for Bachelor of Arts/Bachelor of Science
- GXX: in-depth level of the course cannot be classified
- A1N: has only first-cycle course/s as entry requirements
- A1F: has second-cycle course/s as entry requirements
- A1E: contains degree project for Master of Arts/Master of Science (60 credits)
- A2E: contains degree project for Master of Arts/Master of Science (120 credits)
- AXX: in-depth level of the course cannot be classified
- Grading system: Fail (U), Pass (3), Pass with credit (4), Pass with distinction (5)
- Established: 2007-03-15
- Established by:
- Revised: 2022-02-01
- Revised by: The Faculty Board of Science and Technology
- Applies from: Autumn 2022
60 credits including 40 credits in physics.
- Responsible department: Department of Physics and Astronomy
On completion of the course the student shall be able to:
- explain and critically reflect on physics education research results
- describe the relationship between research and practical experience and their significance for the teaching profession
- demonstrate a critical and constructive approach to the use of digital tools in teaching
- explain and discuss how the nature of physics relates to the experience of learning physics
- explain and discuss the extent of learning difficulties in fundamental physics
- explain and discuss how teachers can use research-based knowledge to improve the possibilities for physics learning
- explain and discuss what significance gender has over how physics learning is experienced.
Contemporary physics education research, gender equality perspectives in physics teaching and learning, educational theories about physics teaching and learning, digital tools in physics teaching and learning. In addition, the course will explore the consequences of different educational methods in physics through discussions of why physics is perceived as difficult, the nature of physics as a scientific discipline, epistemological perspectives on physics teaching and learning, examples of research on students' understanding of basic physics, examples of integrating gender perspectives into physics education.
The course will be given in English and will consist of seminars. Before each seminar reading material will be handed out and these readings form the preparation for taking active participation in the seminar.
The examination will consist of two parts, partly a continual evaluation based on the students' participation during the seminars as well as written essays, and partly a written project at the end of the course.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.
Applies from: Spring 2022
Some titles may be available electronically through the University library.
Eugenia Etkina, ;
Brookes, David T.;
Investigative Science Learning Environment : when learning physics mirrors doing physics
San Rafael, CA: Morgan & Claypool Publishers, 
Zull, James E.
The art of changing the brain : enriching teaching by exploring the biology of learning
1st ed.: Sterling, Va.: Stylus Pub., 2002.