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“Physics is the queen of science.” - David Gross Nobel Laureate, Physics (2004)

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Page 1: Trends In Physics Teaching

“Physics is the queen of science.”

-David Gross

Nobel Laureate, Physics (2004)

Page 2: Trends In Physics Teaching

TEACHING TEACHING the the

QUEENQUEENof of

SCIENCESCIENCESheryl Lyn C. MonterolaUP College of Education15 May 2009

Page 3: Trends In Physics Teaching

Presentation Outline

I. Principles of Teaching Physics

II. Teaching Strategies

III. Research-based Practices

IV. Assessment Materials

Page 4: Trends In Physics Teaching

Foundation of Physics Teaching

Learning becomes meaningful when students are actively engaged in the

construction of knowledge.

CONSTRUCTIVISM

Page 5: Trends In Physics Teaching

Implications of Constructivist Theory

BIG SHIFT• Passive

Learning• Active

Learning

• Teacher as “sage on the stage”

• Teacher as “guide on the side“

• Abstract knowledge

• Relevant and enduring knowledge

Page 6: Trends In Physics Teaching

Dale’s Cone of Learning Experience

Page 7: Trends In Physics Teaching

5 E Learning CycleENGAGE

•Probing prior knowledge

• Eliciting interest

Basic Formula of Physics Teaching

EXPLORE• Giving

opportunity for interaction and

hands-on activity

EXPLAIN•Processing information

ELABORATE•Allowing students to apply concepts into new situations

EVALUATE•Assessing

learning

Page 8: Trends In Physics Teaching

Basic Formula of Physics Teaching

AActivity

BBefore

CContent

Page 9: Trends In Physics Teaching

1. Graphic Organizers- visual proofs of prior & new knowledge

Teaching Strategies

KWL Chart

Page 10: Trends In Physics Teaching

1. Graphic Organizers

Page 11: Trends In Physics Teaching

1. Graphic Organizers

Radiation Concept Trefoil

Page 12: Trends In Physics Teaching

2. PuzzlesTeaching Strategies

Wordles (Word Puzzles)

Page 13: Trends In Physics Teaching

3. Mental ModelsTeaching Strategies

Page 14: Trends In Physics Teaching

4. POEs (Predict Observe Explain Activities)

Teaching Strategies

Page 15: Trends In Physics Teaching

5. Problem-based Activities

Teaching Strategies

Page 16: Trends In Physics Teaching

5. Models

Teaching Strategies

Human Eye ModelCollichia, Wiesner, Waltner & Zollman. The Physics Teacher. Dec 2008

Matter Model

EM Wave Model

Page 17: Trends In Physics Teaching

5. Technology Integration• Video-based Lesson

– CONSTEC Physics in Everyday Life

• Virtual Physics Laboratory• Cellphone as teaching tool

• Data Logging

• Use of Classroom Response System

Teaching Strategies

Page 18: Trends In Physics Teaching

Virtual Physics Laboratory5. Technology Integration

PhET Interactive Simulations

University of Colorado at Boulder

Page 19: Trends In Physics Teaching

Cellphone as teaching tool

– Falca, Gomes, Pereira, Coelho & Santos. The Physics Teacher. Mar 2009

5. Technology Integration

Page 20: Trends In Physics Teaching

Data logging

– PASCO Setup

5. Technology Integration

Page 21: Trends In Physics Teaching

Use of Classroom Response System

5. Technology Integration

• Gives immediate feedback• Makes class more interactive

Page 22: Trends In Physics Teaching

Peer Instruction Method

Research-based Teaching Practices

Eric Mazur (1997). Harvard University.

Page 23: Trends In Physics Teaching

Researches

• Reduces gender gap [American Journal of Physics (AJP), 2006]

• Increases conceptual learning and problem solving (AJP, 2008)

• Reduces number of dropouts (AJP, 2008)

Peer Instruction Method

Page 24: Trends In Physics Teaching

Optimal Seating Arrangement

Research-based Teaching Practices

Monterola, C., Roxas, M.R., Carreon-Monterola, S.L. (2009). Characterizing the effect of seating arrangement on classroom learning using neural networks. Complexity. Wiley Periodicals Inc.

Page 25: Trends In Physics Teaching

• Efficacy of multimedia learning modules over traditional textbooks (AJP, Feb 2009)

• Course weblog with discussions on real-world applications sustains students’ positive attitude toward physics (AJP, Nov, 2008)

Research-based Teaching Practices

Page 26: Trends In Physics Teaching

Concept Inventory (CI)Definition

An exam that explores students' mental models and qualitative images of how the subject works1

Purpose2

To recognize common misconceptions that exist in students’ minds

Format 2

• multiple choice• options include common-misconceptions and an answer that contains

the true interpretation of the concept

Sources: 1Pavelich et. al. (2004). Development of a Chemistry Concept Inventory for Use in Chemistry, Materials and other Engineering Courses. Paper Presentation, Engineering Education Annual Conference and Exposition.

2Evans & Hestenes (2001). The Concept of the Concept Inventory Assessment Instrument. Paper Presentation, Frointiers in Education Conference.

Assessment Materials

Page 27: Trends In Physics Teaching

Physics Concept Inventories

• Force Concept Inventory (FCI)

• Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT)

• Conceptual Survey on Electricity (CSE), Conceptual Survey on Magnetism (CSM), and Conceptual Survey on Electricity and Magnetism (CSEM)

• Test of Understanding of Kinematic Graphs (TUG-K)

• Force and Motion Conceptual Evaluation (FMCE)

Page 28: Trends In Physics Teaching
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Summary

I. Principles of Teaching Physics- constructivism, 5 E learning cycle, ABC

II. Teaching Strategies- graphic organizers, puzzles, mental models, POEs, problem-based activities, technology integration

III. Research-based Practices- PI, optimal seating arrangement, weblog, multimedia modules

IV. Assessment Materials- Concept inventories

Page 30: Trends In Physics Teaching

Thank you.