Considerations for Effective Physics Teaching
Syllabus, Bachelor's level, 1FA516
- Education cycle
- First cycle
- Main field(s) of study and in-depth level
- Physics G2F
- Grading system
- Fail (U), Pass (3), Pass with credit (4), Pass with distinction (5)
- Finalised by
- The Faculty Board of Science and Technology, 1 February 2022
- Responsible department
- Department of Physics and Astronomy
60 credits including 40 credits in physics.
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.