Physical Education or physics education research (PER) refers both to the methods currently used to teach physics and to the field of pedagogical research seeking to improve the method. Historically, physics has been taught at high school and college levels primarily by lecture methods along with laboratory exercises aimed at verifying concepts taught in lectures. These concepts are better understood when lectures are accompanied by demonstrations, direct experiments, and questions that require students to reflect on what will happen in the experiment and why. Students who participate in active learning eg by direct experimentation of learning through self-discovery. By trial and error they learn to change their prejudices about phenomena in physics and discover the underlying concepts.
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Physics Education in Ancient Greece
Aristotle wrote what he considered to be the first physics textbook. Aristotle's ideas were taught unchanged until the late Middle Ages, when scientists began to make inventions that did not suit them. For example, the discovery of Copernicus contradicts Aristotle's idea of ​​a Earth-centered universe. Aristotle's ideas of motion were not displaced until the end of the 17th century, when Newton published his ideas.
Current physics students continue to think of the concepts of physics in Aristotle's terms, though they are only taught Newton's concepts.
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Physics Education at American high school
Physics is taught in secondary schools, colleges and graduate schools. In the US, it is traditionally not introduced until the junior or senior year (ie grade 12), and then only as an elective or optional science course, which the majority of American high school students have not yet taken. Recently in recent years, many students have taken their second year.
First Physics is a popular and relatively new movement in American high school. In schools with this curriculum grade 9 students take courses with introductory physics education. This is intended to enrich students' understanding of physics, and allow more details to be taught in the next biology secondary school, and chemistry classes; it also aims to increase the number of students who continue to take the 12th grade physics or AP Physics (both are generally preferred in American high schools.) But many scientists and educators have argued that the new students do not have an adequate background in mathematics in order to fully understand the physics curriculum complete, and therefore the quality of physics education is lost. While physics requires knowledge of vectors and some basic trigonometry, many students in the First Physics program take courses in conjunction with Geometry. They suggest that instead of first students taking biology and chemistry that are less intensive mathematics so that by the time they are in their first year, students will be advanced enough in mathematics with either Algebra 2 or pre-calculus education to be able to fully grasp the concepts presented in physics. Some argue this further, saying that at least calculus should be a prerequisite for physics.
Physics Education at American universities
The undergraduate physics curriculum at American universities includes courses for students choosing academic majors in physics, as well as for students majoring in other disciplines for whom physics courses provide skills and knowledge of important prerequisites. The term physics majors may refer to academic majors in physics or to students or graduates who have chosen physics majors.
Teaching strategy
The teaching strategies are the various techniques used by teachers to facilitate students with different learning styles. Different teaching strategies help teachers to develop critical thinking among students and effectively involve them in the classroom. The choice of teaching strategies depends on the concepts to be taught and also for the students' interests.
Methods/Approaches to teaching physics
- Lecture Method: Lectures are one of the traditional ways of teaching science. Since most teachers are taught by this method, they continue to use this method despite many limitations because it is very convenient. This method is teacher centric and the lecturer's role is the highest. Lecture methods are not effective in developing critical thinking and scientific attitudes among children.
- Recitation Method: In this method the role of the student is more than the lecture method. This method is also known as the Socratic Method in which the teacher will ask questions and spark the minds of the students. This method is very effective in developing high-level thinking in students. To implement this strategy, children should be informed of its content. The repetition method will not be effective if the question is not well prepared. This method is student centric.
- Demonstration Method: In this method, the teacher conducts a specific experiment that students observe and asks questions related to the experiment. Once completed, the teacher can ask questions to explain every step taken. This method is effective because science is not entirely a theoretical subject.
- Lecture-cum-Demonstration Method: As the title suggests a combination of lecture methods are two methods and methods of demonstration. This is a simple method in which teachers do experiments and explain it simultaneously. With this method, teachers can provide more information in a shorter time. But the students just observe, they do not get direct experience. And it is not possible to teach all the topics with this method.
Research physics education
About eighty-five institutions in the United States are doing research in science and physics education. One of the main goals of physics education research is to develop pedagogical techniques and strategies that will help students learn physics more effectively and help instructors to apply these techniques. Because of the abstract and counter-intuitive nature of many of the basic concepts in physics, along with the fact that teaching through analogies can lead to disorderly islawogenicity, lecture methods often fail to help students overcome many misconceptions about the physical world they have developed before undertaking formal instruction in the subject. Research often focuses on learning more about common misconceptions (see Scientific misconceptions) that students take to physics classes, so techniques can be designed to help students overcome these misconceptions.
In most mechanics the introductory physics course is usually the first field of physics to be discussed, and Newton's laws of motion, which describe how large objects respond to forces, are central to the study of mechanics. For example, many students hold aristotelian misconceptions that a total force is required to keep the body in motion; on the contrary, motion is modeled in modern physics with Newton's First Law of inertia, which states that the body will maintain its resting or movement status unless the total force acts on the body. Newton arrived in three laws of his movement from extensive study of empirical data including many astronomical observations. In an active learning environment, students may experiment with objects in environments that barely have friction, such as moving blocks on a table that is barely frictionless. There they will find that if they start the block moving at a constant speed, it keeps moving at a constant speed without constant "push". It is hoped that this exercise will help students to overcome their ideas about the movement.
A variety of interactive learning methods (sometimes also called active learning methods) and laboratory experience have been developed for this purpose. Recognition of the value of interactive engagement over a more passive lecture strategy has been promoted in large measure through research that initially used the Strength Concept Inventory.
Dahncke et al. (2001) argues that there is a disunity in the science education community. On the one hand the main focus on science in which groups are usually set close to the discipline of the domain, such as the physical community. On the other hand, there are science educators who aim to balance the domain and educational problems.
- Themes taken are adapted from Money, Niedder and Schecker (2007)
Physics of physics --------- Physics --------- History of physics                        \ |/                         \ |/ Pedagogy ----------------- Physics Education ------------- Psychology                                   |                                   | Further discipline references: sociology, anthropology, linguistics, ethics
The main field of research
The broad objective of the physics education research community (PER) is to understand the processes involved in teaching and learning physics through rigorous scientific investigations.
According to the University of Washington PER group (one of the pioneers in the field), work within PER tends to fall in one or more of several broad descriptions, including:
- identify student difficulties
- develop methods to overcome this difficulty and measure learning outcomes
- developed a survey to measure student performance and other characteristics
- investigate students' attitudes and beliefs related to physics
- studying the dynamics of small groups and large analyzes of student patterns using new and old epistemological framing and other methods
"Introduction to Physics Education Research", by Robert Beichner, identified 8 trends in PER as follows
- Conceptual understanding: Investigating what students know and how they learn it. Initial research involves identifying and treating "misunderstandings" about physics principles (eg "heavier objects will fall faster than lighter objects" or "always zero acceleration when zero velocity"). This term has evolved into "student difficulties" based on the consideration of alternative theoretical frameworks for student learning on a cognitive level such as resource theory that will filter out the idea of ​​what is meant by "conceptual change". (This means that difficulties with concepts can be built into correct concepts, on the contrary, misconceptions need to be revoked and replaced with correct conceptions.) The PER group at the University of Washington specializes in research on conceptual understanding and student difficulties.
- Epistemology: Physics Education Research begins as a trial-and-error approach to improving learning (something familiar to most teachers). Because of the disadvantages of such an approach, the theoretical foundation for research was developed early on, most notably through the University of Maryland. Theoretical basics of PER are largely built around Piagettean's constructivism. Theories about cognition in physics learning are proposed by Redish, Hammer, Elby and Scherr, who built "Knowledge in Pieces" inSessa. The Resource Framework, developed from this work, is important, building from research in neuroscience, sociology, linguistics, education and psychology. Future additional templates, most recently the "Possible Framework"
which builds on deductive reasoning research initiated by Wason and Johnson-Laird.
- Troubleshooting: Everyone who has taken a course in physics understands the emphasis on problem solving through a pile of "end of chapter" exercises in a particular textbook. This is for a good reason, because problem solving plays an important role in the process in which the field of physics research progresses. Much of the research in this area has centered on examining the differences between beginner troublemakers and experts (freshmen/graduate students and postgraduate/postdoctorate students, respectively). The approach in researching problem solving has been the focus for the PER group of the University of Minnesota. Recently, a paper was published in PRL Special Section: PER that identifies more than 30 behaviors, attitudes, and skills used in typical physical problem solving. The implication is that greater resolution and special attention to detail is needed in the problem-solving field: it is too general to self-study, regardless of its components.
- Attitude: The University of Colorado develops an instrument that expresses students' attitudes and expectations about physics as a subject and as a class. Student attitudes are often found to decline after traditional instruction, but recent work by Redish and Hammer suggests that this can be reversed and the benefits of a positive attitude are seen if attention is given to "explaining the epistemological elements of the implicit curriculum"
- Social Aspects: Significant research has been conducted into other gender, racial, and socioeconomic issues that may affect learning, not only in physics, but in any field. In addition, research into social aspects of learning such as body language, group dynamics (versus solitary learning) and even classroom set (lecture rooms, laboratory settings, or round tables?) And how these factors influence physics learning. li>
- Technology: The student response system ("Clickers") is based on Eric Mazur's work in Peer Instruction. Some studies in PER examine the effect, application, and possibilities of technology in the classroom.
- Their Instructional Interventions, Materials, and Evaluations: Perhaps the most productive outcome of the PER community is the development of curricula design based on more than two decades of research in physics education. Tutorials in Physics, Physics based on Questions, Environmental Studies of Investigative Science, and Paradigms in Physics are important, as well as many new textbooks in classes and junior classes. (Eg, for intro classes, Etkina and Van Heuvelen, Knight, Mazur, and for junior-level quantum mechanics, McIntyre.) Physical Education Research Group Kansas State University has developed a program, Visual Quantum Mechanics (VQM), to teach quantum mechanics for students High school and college students who have no advanced background in physics or math. 1 .
Association of journals
The physics education research paper in the United States is mainly published among four publishing sites (Hsu et al., 2007). Paper submitted to the American Journal of Physics: The Physics Education Research Department (PERS) is mostly for physics education research consumers (for example, those interested in reading and using it rather than those interested in researching, > Journal of Learning Sciences (JLS) for whom attention is addressed in real-life or non-laboratory environments often in the context of today's technology society, and on learning, not teaching Manuscripts sent to Physical Review Special Topic: Research Physics Education (PRST: PER) is intended for those who conduct research on PER rather than to the consumer.The audience for Physics Research Research Proceedings (PERC) is designed for a mixture of consumers and researchers. providing snapshots of the field and thus open to initial results and ongoing research, as well as papers that are only a it is considered -Proves to PER comm unity. Other journals include but are not limited to Physics Education (English), European Physical Journal (English), and Teacher Physics . Leon Hsu et al. published an article on publishing and referee papers in physics education research in 2007.
See also
References
Further reading
PER Reviews:
- Robert J. Beichner (2009). "Introduction to Physics Education Research". In Charles R. Henderson; Kathleen A. Harper. Start in PER . Reviews in PER. 2 . Ã,
- Lillian C. McDermott & amp; Edward F. Redish (1999). "Sources: PER-1: Physics Education Research". American Journal of Physics . 67 (9): 755-767. Bibcode: 1999AmJPh..67..755M. doi: 10.1119/1.19122.
Miscellaneous:
- Duit, R., H. Niedderer and H. Schecker (2006). "Teaching Physics". The Science Research Handbook : pg. 606. CS1 maint: Many names: list of authors (links)
- Lillian C. McDermott (1993). "Guest Comments: How do we teach and how students learn --- Incompatibility?". American Journal of Physics . 61 (4): 295-298. Bibcode: 1993AmJPh..61..295M. doi: 10.1119/1.17258. < span> Ã,
- H. Dahncke; et al. (2001). "Science versus science education at the academy: Questions --- discussions --- perspectives (in Research in Science Education - Past, Present and Future)": 43-48.
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