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'''Physics education''' or '''physics teaching''' refers to the [[education]] methods currently used to [[Teaching|teach]] [[physics]]. The occupation is called '''physics educator''' or '''physics teacher'''. [[Physics education research]] refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in [[active learning]] for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of [[science education]].
'''Physics education''' or '''physics teaching''' refers to the [[education]] methods currently used to [[Teaching|teach]] [[physics]]. The occupation is called '''physics educator''' or '''physics teacher'''. [[Physics education research]] refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in [[active learning]] for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of [[science education]].


==Ancient Greece==
==History==
[[Aristotle]] wrote what is considered now as the first textbook of physics.<ref>{{citation |title= The Physics of Sports |volume= 1 |author= Angelo Armenti |edition= 2, illustrated |publisher= Springer |year= 1992 |isbn= 978-0-88318-946-7 |url= https://books.google.com/books?id=CPosYIEgag8C&pg=PR17 }} citing R.B Lindsay, ''Basic concepts of Physics'' (Van Nostrand Reinhold, New York, 1971), Appendix 1</ref> Aristotle's ideas were taught unchanged until the [[Late Middle Ages]], when scientists started making discoveries that didn't fit them. For example, [[Copernicus]]' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when [[Isaac Newton|Newton]] published his ideas.
In [[Ancient Greece]], [[Aristotle]] wrote what is considered now as the first textbook of physics.<ref>{{citation |title= The Physics of Sports |volume= 1 |author= Angelo Armenti |edition= 2, illustrated |publisher= Springer |year= 1992 |isbn= 978-0-88318-946-7 |url= https://books.google.com/books?id=CPosYIEgag8C&pg=PR17 }} citing R.B Lindsay, ''Basic concepts of Physics'' (Van Nostrand Reinhold, New York, 1971), Appendix 1</ref> Aristotle's ideas were taught unchanged until the [[Late Middle Ages]], when scientists started making discoveries that didn't fit them. For example, [[Copernicus]]' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when [[Isaac Newton|Newton]] published his ideas.


Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts.<ref>{{citation|title=Common sense concepts about motion |author1=Ibrahim Abou Halloun |author2=David Hestenes |journal=American Journal of Physics |year=1985 |volume=53 |issue=11 |pages=1056–1065 |url=http://modeling.la.asu.edu/halloun/pdf/CSBelief.pdf |bibcode=1985AmJPh..53.1056H |doi=10.1119/1.14031 |url-status=dead |archive-url=https://web.archive.org/web/20060911225910/http://modeling.la.asu.edu/halloun/PDF/Csbelief.pdf |archive-date=September 11, 2006 }} as cited by many scholar books</ref>
Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts.<ref>{{citation|title=Common sense concepts about motion |author1=Ibrahim Abou Halloun |author2=David Hestenes |journal=American Journal of Physics |year=1985 |volume=53 |issue=11 |pages=1056–1065 |url=http://modeling.la.asu.edu/halloun/pdf/CSBelief.pdf |bibcode=1985AmJPh..53.1056H |doi=10.1119/1.14031 |url-status=dead |archive-url=https://web.archive.org/web/20060911225910/http://modeling.la.asu.edu/halloun/PDF/Csbelief.pdf |archive-date=September 11, 2006 }} as cited by many scholar books</ref>

==Hong Kong==
===High schools===
In [[Hong Kong]], physics is a subject for public examination. Local students in Form 6 take the public exam of [[Hong Kong Diploma of Secondary Education]] (HKDSE).<ref name=hkdse>{{Cite web|title=Introduction to HKDSE Physics Examination|url=http://www.hkeaa.edu.hk/en/hkdse/assessment/subject_information/category_a_subjects/hkdse_subj.html?A2&2&20|access-date=1 May 2020|publisher=[[Hong Kong Examinations and Assessment Authority]]}}</ref>

Compare to the other syllabus include GCSE, GCE etc. which learn wider and broader on different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations.<ref name=edb /> Topics are narrow down to a smaller amount compared to the A-level due to the insufficient teaching hours at secondary schools in Hong Kong, which include [[temperature]], [[heat]], [[internal energy]], [[change of state]], [[gases]], [[Position (geometry)|position]], [[motion]], [[force]], [[projectile motion]], [[Work (physics)|work]], [[energy]], [[Power (physics)|power]], [[momentum]], [[uniform circular motion]], [[gravitation]], [[wave]], [[light]], [[sound]], [[electrostatics]], [[Electrical network|circuits]], [[electromagnetism]], [[radiation]], [[radioactivity]], [[atomic model]], [[Nuclear power|nuclear energy]], [[universe]], [[astronomy]], [[stars]], [[Rutherford model]], [[photoelectric effect]], [[Bohr model]], [[particles]], [[nanoscopic scale]], [[building]], [[transportation]], [[renewable energy sources]], [[eye]], [[ear]], [[non-ionizing radiation]] and [[ionizing radiation]] etc.<ref name=edb>{{Cite web|title=Introduction to HKDSE Physics|url=https://www.edb.gov.hk/tc/curriculum-development/kla/science-edu/curriculum-documents.html|access-date=1 May 2020|publisher=[[Education Bureau]]}}</ref>

Some schools only allow students choose physics as elective subject since Form 4,<ref name=nams>{{Cite web|title=Example of a school in Hong Kong that allows students choose Physics as elective subject since Form 4, as well as an example of school use Chinese language to teach Physics|url=http://www.nams.edu.hk/documents/subject/phy.pdf|access-date=1 May 2020|publisher=[[New Asia Middle School]]}}</ref> some schools provide physics compulsory curriculum in Form 3 and then allow students to choose in Form 4,<ref name=stss>{{Cite web|title=Example of a school in Hong Kong that provides Physics compulsory curriculum in Form 3, as well as an example of school use English language to teach Physics|url=http://www.stteresa.edu.hk/tc/subject/課程|access-date=1 May 2020|publisher=[[St. Teresa Secondary School]]}}</ref> and some other schools allow students choose physics as elective subject since Form 3.<ref name=a_MainBooklet_2019_final>{{cite book |title=Example of a school in Hong Kong that allows students choose Physics as elective subject since Form 3|date=2019|publisher=[[YMCA of Hong Kong Christian College]]|url=https://www.yhkcc.edu.hk/filemanager/ymcacc_newsletters/en/upload/74/a_MainBooklet_2019_final.pdf|access-date=1 May 2020}}</ref> Also, most schools use [[English language]] as the medium of instruction for physics,<ref name=stss /><ref name=a_MainBooklet_2019_final /> whereas a few of the schools use [[Chinese language]] as the medium of instruction for physics.<ref name=nams />

Other than having lectures in classrooms or laboratories, schools in Hong Kong organise outside-school activities to motivate students learning Physics.<ref name=phycorner>{{Cite web|title=Physics Corner|url=https://www.yhkcc.edu.hk/en/news_events/event_highlights/index.php?id=467|access-date=1 May 2020|publisher=[[YMCA of Hong Kong Christian College]]}}</ref>

===Universities===
Pure Physics major programmes are provided in the [[Chinese University of Hong Kong]] (CUHK),<ref name=cuhk>{{Cite web|title=Department of Physics|url=http://www.phy.cuhk.edu.hk/new/index.html|access-date=1 May 2020|publisher=[[Chinese University of Hong Kong]]}}</ref> [[Hong Kong University of Science and Technology]] (HKUST)<ref name=hkust>{{Cite web|title=Department of Physics|url=http://physics.ust.hk/eng/|access-date=1 May 2020|publisher=[[Hong Kong University of Science and Technology]]}}</ref> and [[University of Hong Kong]] (HKU).<ref name=hku>{{Cite web|title=Department of Physics|url=https://www.physics.hku.hk|access-date=1 May 2020|publisher=[[University of Hong Kong]]}}</ref> Topics include [[engineering physics]], [[mechanics]], [[thermodynamics]], [[fluids]], [[wave]], [[optics]], [[modern physics]], [[laboratory]], [[heat]], [[electromagnetism]], [[quantitative methods]], [[computational physics]], [[astronomy]], [[astrophysics]], [[classical mechanics]], [[quantum mechanics]], [[quantum information]], [[statistical physics]], [[theoretical physics]], [[computer simulation]], [[soft matter]], [[practical electronics]], [[Contemporary Physics|contemporary physics]], [[instrumentation]], [[statistical mechanics]], [[solid state physics]], [[meteorology]], [[nanoscience]], [[optical physics]], [[theory of relativity]] and [[particle physics]] etc.<ref name=cuhk2>{{Cite web|title=Course List|url=http://www.phy.cuhk.edu.hk/new/student/uginfo.html#scheme|access-date=1 May 2020|publisher=[[Chinese University of Hong Kong]]}}</ref>

There are different approaches of delivering physics lectures in different universities in Hong Kong. In CUHK, most relevant knowledge including [[quantitative methods]] and [[computer simulation]] are learnt in the Department of Physics, which may let the students learn deeper into the concept that applied to the physics problems,<ref name=cuhk2 /> whereas in HKUST, [[quantitative methods]] and [[computer simulation]] are learnt by students in the courses delivered by Department of [[Mathematics]] and Department of [[Computer Science]] respectively which allow the students to learn boarder with knowledge of different aspects.<ref name=hkust2>{{Cite web|title= BSc in Physics|url=http://physics.ust.hk/eng/detail.php?catid=3&sid=7&tid=28|access-date=1 May 2020|publisher=[[Hong Kong University of Science and Technology]]}}</ref>

There are also Enrichment Stream in Theoretical Physics offered by CUHK<ref name=cuhk3>{{Cite web|title=ADMISSION|url=http://www.phy.cuhk.edu.hk/new/admission/undergraduate.html|access-date=1 May 2020|publisher=[[Chinese University of Hong Kong]]}}</ref> and International Research Enrichment Track offered by HKUST.<ref name=hkust2 /> In that stream, additional topics include [[astrophysics]], [[particle physics]], [[computational physics]], and [[quantum physics]]. The practices of solving theoretical systems and the discussions of physical insight are very in-depth, which promote the graduates into a high level of the understanding of physics. However, the working opportunity for graduates with theoretical background in Hong Kong is too narrow. Most graduates pursue further studies overseas or become teachers.<ref name=cuhk3 />

Moreover, Applied Physics major programmes are offered only in most other universities in [[Hong Kong]].

==United Kingdom==
{{Main article|Physics education in the United Kingdom}}

===Secondary schools===
====England, Wales and Northern Ireland====
At [[GCSE]] level, students can choose to study physics either as a whole subject separate from biology and chemistry (referred to as "triple science") or as part of a so-called "combined science" course, in which all three sciences are sandwiched into a single qualification worth two GCSEs. At GCSE, students are taught the basics of a broad range of physical concepts including [[energy]], [[wave]]s, [[Newtonian mechanics]], [[electricity]], [[thermal physics]] and [[nuclear physics]] among others. There is also a practical element (known as "required practicals"), which is conducted in the classroom and then assessed via questions in the final exam papers. Because of this, it is theoretically possible for students to pass the GCSE required practical element without doing a single experiment.<ref>{{cite web |url=https://www.aqa.org.uk/subjects|title=AQA Subjects|access-date=26 April 2021}}</ref>

Students wishing to continue to study physics after their GCSEs may then choose to study the subject as an [[A-level]] qualification (lasting two years) or an AS-level (lasting one year). A-level physics also includes required practicals, but unlike at GCSE, these are assessed in-class by teachers. Students who pass are given "practical accreditation", which some universities require before allowing a student onto certain science courses. There are still questions in the final exams regarding practical technique, but answering these questions correctly does not contribute to practical accreditation. Much of the content of A-level physics is elaborating (albeit quite extensively) on topics covered at GCSE, with the addition of units not present in the GCSE course, such as [[particle physics]].<ref>{{cite web |url=https://www.aqa.org.uk/subjects/science/as-and-a-level/physics-7407-7408|title=AQA AS and A-level Physics|access-date=26 April 2021}}</ref> Despite containing significantly less mathematical rigour nowadays than in the past, physics is still widely regarded as the most demanding A-level course available, and is one of the least popular subjects in proportion to its availability. There is some concern that not enough 17- to 18-year-olds are leaving school with A-level physics to meet the demands of the modern job market.<ref>{{cite web |url=https://oxfordsummercourses.com/articles/hardest-a-levels-ranked/|title=Oxford Summer Courses: Top 15 Hardest A-level Subjects, Ranked|date=15 February 2021 |access-date=26 April 2021}}</ref>

====Scotland====
In Scotland, [[Highers]] and [[Advanced Highers]] replace GCSEs and A-levels respectively. The content of the qualifications is fairly similar. Since Scottish post-16 school students finish school a year earlier than their counterparts in the rest of the UK, the content of the first year of the physics degrees offered at most Scottish universities is similar to the second year of A-level physics.<ref>{{cite web |url=http://www.drps.ed.ac.uk/20-21/dpt/utphysb.htm|title=University of Edinburgh, degree programme table: Physics (BSc Hons)|access-date=26 April 2021}}</ref>

===Universities===
Most university physics courses in the UK have their content moderated by the [[Institute of Physics]] (IOP) and are referred to as being "IOP-accredited". The aim of this is to ensure that all physics students graduate with the knowledge and skills required to work as a professional physicist.<ref>{{cite web |url=https://www.iop.org/education/support-work-higher-education/degree-accreditation-recognition|title=Degree accreditation and recognition, Institute of Physics|access-date=26 April 2021}}</ref> Physics can be studied as a 3-year [[Bachelor of Science]] degree (4 years in Scotland) or as an integrated [[Master's degree]], in which students who pass the first 3 or 4 years then take a final "master's year" without having to apply again for any Master's courses. Alternatively, students who initially apply to study BSc Physics can apply to study for a Master's degree when they graduate.


==Teaching strategies==
==Teaching strategies==
Teaching strategies are the various techniques used to facilitate the education of students with different [[learning styles]].
Teaching strategies are the various techniques used to facilitate the education of students with different [[learning styles]].
The different teaching strategies are intended to help students develop critical thinking and engage with the material.
The different teaching strategies are intended to help students develop critical thinking and engage with the material. The choice of teaching strategy depends on the concept being taught, and indeed on the interest of the students.
The choice of teaching strategy depends on the concept being taught, and indeed on the interest of the students.


'''Methods/Approaches for teaching physics'''
'''Methods/Approaches for teaching physics'''
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* '''Recitation:''' Also known as the [[Socratic method]]. In this method, the student plays a greater role than they would in a lecture. The teacher asks questions with the aim of prompting the thoughts of the students. This method can be very effective in developing higher order thinking in pupils. To apply this strategy, the students should be partially informed about the content. The efficacy of the recitation method depends largely on the quality of the questions. This method is student centric.
* '''Recitation:''' Also known as the [[Socratic method]]. In this method, the student plays a greater role than they would in a lecture. The teacher asks questions with the aim of prompting the thoughts of the students. This method can be very effective in developing higher order thinking in pupils. To apply this strategy, the students should be partially informed about the content. The efficacy of the recitation method depends largely on the quality of the questions. This method is student centric.
* '''Demonstration:''' In this method, the teacher performs certain experiments, which students observe and ask questions about. After the demonstration, the teacher can explain the experiment further and test the students' understanding via questions. This method is an important one, as science is not an entirely theoretical subject.
* '''Demonstration:''' In this method, the teacher performs certain experiments, which students observe and ask questions about. After the demonstration, the teacher can explain the experiment further and test the students' understanding via questions. This method is an important one, as science is not an entirely theoretical subject.
* '''Lecture-cum-Demonstration:''' As its name suggests, this is a combination of two of the above methods: lecture and demonstration. The teacher performs the [[experiment]] and explains it simultaneously. By this method, the teacher can provide more information in less time. As with the demonstration method, the students only observe; they do not get any practical experience of their own. It is not possible to teach all topics by this method.<ref>{{cite book|last1=vaidya|title=Science teaching for the 21st century|publisher=Deep & Deep publications|isbn=978-8171008117|pages=181–201|year=1999}}</ref>
* '''Lecture-cum-Demonstration:''' As its name suggests, this is a combination of two of the above methods: lecture and demonstration. The teacher performs the [[experiment]] and explains it simultaneously. By this method, the teacher can provide more information in less time. As with the demonstration method, the students only observe; they do not get any practical experience of their own. It is not possible to teach all topics by this method.<ref>{{Cite book |last=Vaidya |first=Narendera. |title=Science teaching for the 21st century |publisher=Deep & Deep publications |year=1999 |isbn=978-8171008117 |pages=181–201}}</ref>
*'''Laboratory Activities:''' Laboratories have students conduct physics experiments and collect data by interacting with physics equipment. Generally, students follow instructions in a lab manual. These instructions often take students through an experiment step-by-step. Typical [[Educational aims and objectives|learning objectives]] include reinforcing the course content through real-world interaction (similar to demonstrations) and thinking like [[Experimental physics|experimental physicists]]. Lately, there has been some effort to shift lab activities toward the latter objective by separating from the course content, having students make their own decisions, and calling to question the notion of a "correct" experimental result. Unlike the demonstration method, the laboratory method gives students practical experience performing experiments like professional scientists. However, it often requires a significant amount of time and resources to work properly.<ref>{{Cite journal|last1=Smith|first1=Emily M.|last2=Holmes|first2=N. G.|date=June 2021|title=Best practice for instructional labs|journal=Nature Physics|language=en|volume=17|issue=6|pages=662–663|doi=10.1038/s41567-021-01256-6|s2cid=236359744 |issn=1745-2481|doi-access=free}}</ref>
*'''Laboratory Activities:''' Laboratories have students conduct physics experiments and collect data by interacting with physics equipment. Generally, students follow instructions in a lab manual. These instructions often take students through an experiment step-by-step. Typical [[Educational aims and objectives|learning objectives]] include reinforcing the course content through real-world interaction (similar to demonstrations) and thinking like [[Experimental physics|experimental physicists]]. Lately, there has been some effort to shift lab activities toward the latter objective by separating from the course content, having students make their own decisions, and calling to question the notion of a "correct" experimental result. Unlike the demonstration method, the laboratory method gives students practical experience performing experiments like professional scientists. However, it often requires a significant amount of time and resources to work properly.<ref>{{Cite journal|last1=Smith|first1=Emily M.|last2=Holmes|first2=N. G.|date=June 2021|title=Best practice for instructional labs|journal=Nature Physics|language=en|volume=17|issue=6|pages=662–663|doi=10.1038/s41567-021-01256-6|s2cid=236359744 |issn=1745-2481|doi-access=free|bibcode=2021NatPh..17..662S }}</ref>
*'''Problem-based learning:''' A group of 8-10 students and a tutor meet together to study a "case" or trigger problem. One student acts as a chair and one as a scribe to record the session. Students interact to understand the terminology and issues of the problem, discussing possible solutions and a set of learning objectives. The group breaks up for private study then return to share results. The approach has been used in many UK medical schools. The technique fosters independence, engagement, development of communication skill, and integration of new knowledge with real world issues. However, the technique requires more staff per student, staff willing to facilitate rather than lecture, and well designed and documented trigger scenarios.<ref>{{Cite journal |last=Wood |first=D. F |date=2003-02-08 |title=ABC of learning and teaching in medicine: Problem based learning |journal=BMJ |volume=326 |issue=7384 |pages=328–330 |doi=10.1136/bmj.326.7384.328 |pmc=1125189 |pmid=12574050}}</ref> The technique has been shown to be effective in teaching physics.<ref>{{Cite journal |last1=Argaw |first1=Aweke Shishigu |last2=Haile |first2=Beyene Bashu |last3=Ayalew |first3=Beyene Tesfaw |last4=Kuma |first4=Shiferaw Gadisa |date=2016-12-14 |title=The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics |url=https://www.ejmste.com/article/the-effect-of-problem-based-learning-pbl-instruction-on-students-motivation-and-problem-solving-4694 |journal=EURASIA Journal of Mathematics, Science and Technology Education |volume=13 |issue=3 |doi=10.12973/eurasia.2017.00647a|doi-access=free }}</ref><ref>{{Cite journal |last1=Nicholus |first1=Gumisirizah |last2=Muwonge |first2=Charles Magoba |last3=Joseph |first3=Nzabahimana |date=2023-11-14 |title=The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review |url=https://f1000research.com/articles/12-951/v2 |journal=F1000Research |language=en |volume=12 |pages=951 |doi=10.12688/f1000research.136339.2 |doi-access=free |issn=2046-1402 |pmc=10646338 |pmid=37970065}}</ref>


==Research==
==Research==
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|}
|}
[[Physics education research]] is the study of how physics is taught and how students learn physics. It a subfield of [[educational research]].
[[Physics education research]] is the study of how physics is taught and how students learn physics. It a subfield of [[educational research]].

==Worldwide==
*[[Physics education in Hong Kong]]
*[[Physics education in the United Kingdom]]


==See also==
==See also==
Line 127: Line 97:


==Further reading==
==Further reading==
{{Further reading cleanup|date=June 2014}}


PER Reviews:
* {{cite book | author = Robert J. Beichner | year = 2009 | chapter = An Introduction to Physics Education Research |editor1=Charles R. Henderson |editor2=Kathleen A. Harper | title = Getting Started in PER | series = Reviews in PER | volume = 2 | url = http://www.compadre.org/per/items/detail.cfm?ID=8806}}
* {{cite book | author = Robert J. Beichner | year = 2009 | chapter = An Introduction to Physics Education Research |editor1=Charles R. Henderson |editor2=Kathleen A. Harper | title = Getting Started in PER | series = Reviews in PER | volume = 2 | url = http://www.compadre.org/per/items/detail.cfm?ID=8806}}
* {{cite journal| author1= Lillian C. McDermott| author2= Edward F. Redish| name-list-style= amp| title= Resource Letter: PER-1: Physics Education Research| journal= American Journal of Physics| year= 1999| volume= 67| issue= 9| pages= 755–767| url= http://link.aip.org/link/?AJP/67/755/1| archive-url= https://archive.today/20130112083001/http://link.aip.org/link/?AJP/67/755/1| url-status= dead| archive-date= 2013-01-12| doi= 10.1119/1.19122| bibcode= 1999AmJPh..67..755M}}
* {{cite journal| author1= Lillian C. McDermott| author2= Edward F. Redish| name-list-style= amp| title= Resource Letter: PER-1: Physics Education Research| journal= American Journal of Physics| year= 1999| volume= 67| issue= 9| pages= 755–767| url= http://link.aip.org/link/?AJP/67/755/1| archive-url= https://archive.today/20130112083001/http://link.aip.org/link/?AJP/67/755/1| url-status= dead| archive-date= 2013-01-12| doi= 10.1119/1.19122| bibcode= 1999AmJPh..67..755M}}
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* {{cite journal | author= Duit, R., H. Niedderer and H. Schecker| title=Teaching Physics | journal= Handbook of Research on Science Education| year= 2006| page= 606}}
* {{cite journal | author= Duit, R., H. Niedderer and H. Schecker| title=Teaching Physics | journal= Handbook of Research on Science Education| year= 2006| page= 606}}
* {{cite journal| author= Lillian C. McDermott| title= Guest Comment: How we teach and how students learn---A mismatch?| journal= American Journal of Physics| year= 1993| volume= 61| issue= 4| pages= 295–298| url= http://link.aip.org/link/?AJP/61/295/1| archive-url= https://archive.today/20130112054931/http://link.aip.org/link/?AJP/61/295/1| url-status= dead| archive-date= 2013-01-12| doi= 10.1119/1.17258| bibcode= 1993AmJPh..61..295M}}
* {{cite journal| author= Lillian C. McDermott| title= Guest Comment: How we teach and how students learn---A mismatch?| journal= American Journal of Physics| year= 1993| volume= 61| issue= 4| pages= 295–298| url= http://link.aip.org/link/?AJP/61/295/1| archive-url= https://archive.today/20130112054931/http://link.aip.org/link/?AJP/61/295/1| url-status= dead| archive-date= 2013-01-12| doi= 10.1119/1.17258| bibcode= 1993AmJPh..61..295M}}

* {{cite journal | author=H. Dahncke| title=Science education versus science in the academy: Questions---discussions---perspectives (in Research in Science Education -- Past, Present and Future) | year=2001 |pages= 43–48 |display-authors=etal}}


{{Physics-footer}}
{{Physics-footer}}
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[[Category:Physics education| ]]
[[Category:Physics education| ]]
[[Category:Education by subject]]
[[Category:Education by subject]]
[[Category:Occupations]]

Latest revision as of 13:53, 3 December 2024

Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education.

History

[edit]

In Ancient Greece, Aristotle wrote what is considered now as the first textbook of physics.[1] Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas.

Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts.[2]

Teaching strategies

[edit]

Teaching strategies are the various techniques used to facilitate the education of students with different learning styles. The different teaching strategies are intended to help students develop critical thinking and engage with the material. The choice of teaching strategy depends on the concept being taught, and indeed on the interest of the students.

Methods/Approaches for teaching physics

  • Lecture: Lecturing is one of the more traditional ways of teaching science. Owing to the convenience of this method, and the fact that most teachers are taught by it, it remains popular in spite of certain limitations (compared to other methods, it does little to develop critical thinking and scientific attitude among students). This method is teacher centric.
  • Recitation: Also known as the Socratic method. In this method, the student plays a greater role than they would in a lecture. The teacher asks questions with the aim of prompting the thoughts of the students. This method can be very effective in developing higher order thinking in pupils. To apply this strategy, the students should be partially informed about the content. The efficacy of the recitation method depends largely on the quality of the questions. This method is student centric.
  • Demonstration: In this method, the teacher performs certain experiments, which students observe and ask questions about. After the demonstration, the teacher can explain the experiment further and test the students' understanding via questions. This method is an important one, as science is not an entirely theoretical subject.
  • Lecture-cum-Demonstration: As its name suggests, this is a combination of two of the above methods: lecture and demonstration. The teacher performs the experiment and explains it simultaneously. By this method, the teacher can provide more information in less time. As with the demonstration method, the students only observe; they do not get any practical experience of their own. It is not possible to teach all topics by this method.[3]
  • Laboratory Activities: Laboratories have students conduct physics experiments and collect data by interacting with physics equipment. Generally, students follow instructions in a lab manual. These instructions often take students through an experiment step-by-step. Typical learning objectives include reinforcing the course content through real-world interaction (similar to demonstrations) and thinking like experimental physicists. Lately, there has been some effort to shift lab activities toward the latter objective by separating from the course content, having students make their own decisions, and calling to question the notion of a "correct" experimental result. Unlike the demonstration method, the laboratory method gives students practical experience performing experiments like professional scientists. However, it often requires a significant amount of time and resources to work properly.[4]
  • Problem-based learning: A group of 8-10 students and a tutor meet together to study a "case" or trigger problem. One student acts as a chair and one as a scribe to record the session. Students interact to understand the terminology and issues of the problem, discussing possible solutions and a set of learning objectives. The group breaks up for private study then return to share results. The approach has been used in many UK medical schools. The technique fosters independence, engagement, development of communication skill, and integration of new knowledge with real world issues. However, the technique requires more staff per student, staff willing to facilitate rather than lecture, and well designed and documented trigger scenarios.[5] The technique has been shown to be effective in teaching physics.[6][7]

Research

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Number of Publications on Students' Ideas on the Bibliography by Duit (2005)
Fragment Publication

Mechanics (force)* 792
Electricity (electrical circuit) 444
Optics 234
Particle model 226
Thermal physics (heat/temp.) 192
Energy 176
Astronomy (Earth in space) 121
Quantum physics 77
Nonlinear systems (chaos) 35
Sound 28
Magnetism 25
Relativity 8

* Predominant concept in brackets.
Adapted from Duit, R., H. Niedderer and H. Schecker (see ref.).

Physics education research is the study of how physics is taught and how students learn physics. It a subfield of educational research.

Worldwide

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See also

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References

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  1. ^ Angelo Armenti (1992), The Physics of Sports, vol. 1 (2, illustrated ed.), Springer, ISBN 978-0-88318-946-7 citing R.B Lindsay, Basic concepts of Physics (Van Nostrand Reinhold, New York, 1971), Appendix 1
  2. ^ Ibrahim Abou Halloun; David Hestenes (1985), "Common sense concepts about motion" (PDF), American Journal of Physics, 53 (11): 1056–1065, Bibcode:1985AmJPh..53.1056H, doi:10.1119/1.14031, archived from the original (PDF) on September 11, 2006 as cited by many scholar books
  3. ^ Vaidya, Narendera. (1999). Science teaching for the 21st century. Deep & Deep publications. pp. 181–201. ISBN 978-8171008117.
  4. ^ Smith, Emily M.; Holmes, N. G. (June 2021). "Best practice for instructional labs". Nature Physics. 17 (6): 662–663. Bibcode:2021NatPh..17..662S. doi:10.1038/s41567-021-01256-6. ISSN 1745-2481. S2CID 236359744.
  5. ^ Wood, D. F (2003-02-08). "ABC of learning and teaching in medicine: Problem based learning". BMJ. 326 (7384): 328–330. doi:10.1136/bmj.326.7384.328. PMC 1125189. PMID 12574050.
  6. ^ Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa (2016-12-14). "The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics". EURASIA Journal of Mathematics, Science and Technology Education. 13 (3). doi:10.12973/eurasia.2017.00647a.
  7. ^ Nicholus, Gumisirizah; Muwonge, Charles Magoba; Joseph, Nzabahimana (2023-11-14). "The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review". F1000Research. 12: 951. doi:10.12688/f1000research.136339.2. ISSN 2046-1402. PMC 10646338. PMID 37970065.

Further reading

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Miscellaneous: