teaching physics practically

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Teaching Physics Practically

Jane Coyle - Marian College, West Sunshine

What is a constructivist approach?

Constructivist theory works on the premise that individuals construct understanding based on their past experiences and understanding.(Matusevich, 1995)

Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own rules and mental models, which we use to make sense of our experiences.

It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.

When an individual learns something new they have to reconcile this with their prior understanding. (Murphy, 1997)

What is a constructivist approach?

When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

The learner creates a new understanding, either accepting or discarding the new concept.(Driver et al, 1995)

What is a constructivist approach?

Von Glasersfeld (1989) emphasizes that learners construct their own understanding and that they do not simply mirror and reflect what they read. Learners look for meaning and will try to find regularity and order in the events of the world even in the absence of full or complete information.

To do this, we must ask questions, explore, and assess what we know.

Guiding principles of constructivism:

Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.

Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses on primary concepts, not isolated facts.

Guiding principles of constructivism:

The purpose of learning is for an individual to construct his or her own meaning, not just memorize the right answers and regurgitate someone elses meaning.

Guiding principles of constructivism:

An Active Physics Course

Focus on making connections between facts and fostering new understanding in students.

Use strategies that encourage students to analyse, interpret, and predict information.

Pre reading

Active learning

Review & Problems

An Active Physics Course

Pre reading

Students are asked to read sections of the text before coming to class. They are expected to take notes and to write out questions on things they do not understand.

Highlighting is banned!

An Active Physics Course

Active Learning

Every class involves some form of practical activity. Activity sheets involve guiding and reflective questions.

Students are asked to find links between their reading and the activity.

An Active Physics Course

Review and problems

At least 10 minutes at the end of each class is used in group discussion of the activity. Have their questions from the reading been answered?

How does it relate to the text problems?

An Active Physics Course

Course Outlines

The pre reading is very important to the success of this program, students are given this outline sheet so that they can always be prepared for class. I put great emphasis on have the reading done for each class. I try to develop summarising skills with my students in the yr 11 class, I check their notes regularly and suggest ways of asking themselves questions when they are unsure.

Prac worksheets

Today's Pracs

Resting on a slopeHow a capacitor dischargesObservations of DiffractionMagnetic SwingsResistance of a ThermistorFrequencies in a closed pipe

physicSOS on Twitter

PhysicSOS on Twitter

A network of physics teachers to assist each other and non-physics trained junior science teachers

http://twitter.com/physicSOS

References

Driver, R., Asoko, H. Leach, J., & Scott, P. (1995). Constructing scientific knowledge in the classroom: a theoretical perspective on pedagogy. Paper Presented at AERA Annual Meeting, San Francisco.

Matusevich, M. N. 1995, School Reform: What Role Can Technology Play in a Constructivist Setting.Montgomery County Public Schools, Last Updated: 10 April 1995

Murphy, E. 1997, Constructivism: From Philosophy to Practice, accessed: April 1 0,2002,