Didactics of Physics I

Recommended Prerequisites

Knowledge of Physics and associated competences, compulsory to be accepted on the Master degree (50 ECTS).

Teaching Methods

Problems solving - detection of misconceptions; correction proposals; analysis of the conceptual evolution over the different levels of schooling.
Synthesis and discussion – critical analysis of different sources of information; presentation of real situations for discussion in a collaborative work.
Reflective research – group work that promotes a critical attitude towards current curricular materials, including moments of reflection on existing conditions in a given problematic situation and the creative proposal of procedures for its resolution.

Learning Outcomes

It is intended that students develop skills that allow them to:
- Stimulate in school-age young people the pleasure of learning Physics and the understanding of the importance of Physics in other sciences and in society;
- Identify and critically analyze different theories of learning in the design, planning and implementation of grounded teaching and learning practices in Physics;
- Develop and recognize scientific-pedagogical linguistic skills associated with previously acquired knowledge of Physics, to make them suitable at different levels of Basic and Secondary Education;
- Stimulate individual autonomy and cooperative work
- Promote a school environment of respect for cognitive and cultural diversity that requires the application of different inclusion strategies and learning opportunities within the framework;
- Understand the prerequisites for learning specific knowledge of Physics, taking into account the different approaches.

Work Placement(s)

No

Syllabus

- Public understanding of science.
- Scientific knowledge based on experimental evidence.
- Knowledge of common sense and scientific knowledge.
- Teaching Physics and Scientific Literacy - strategies for the development of Scientific Literacy.
- Physics as a science: the concepts and models of Physics and reality.
- Preconceptions in Physics: origins, prevalence and possible ways to correct them.
- Anchoring process: the integration and transformation of physical concepts.
- Structure of scientific knowledge: factual and procedural knowledge.
- The laboratory in the experimental teaching and learning of Physics.
- Meaningful learning as the basis of inclusive education and citizenship.
- Didactic proposals for teaching physics: exhibitions and demonstrations; use of the history of physics; practical, laboratory and experimental activities; problems and exercises.
- Didactic analysis of some concepts of Physics, focusing on prerequisites.

Head Lecturer(s)

Telma Henriques Esperança

Assessment Methods

Assessment
Resolution Problems: 30.0%
Synthesis work: 30.0%
Exam: 40.0%

Bibliography

de Almeida, MJ. Preparação de Professores de Física - Uma contribuição científico-pedagógica e didática. Editora Almedina, Coimbra, 2004.
Driver, R., Guesne, E. and Teberghien, A. Children's ideas in science. Open University Press, Milton Keines, 1985.
McDermott, L. Physics by Inquiry. Volume I and II. John Wiley & Sons, 1996.
Erduran, S.; Dagher, Z. R. Dagher. Reconceptualizing the Nature of Science for Science Education: Scientific Knowledge, Practices and Other Family Categories. Springer. 2014.
National Research Council. Developing Assessments for the Next Generation. Science Standards. Washington, DC: The National Academies Press. 2014.
Tang, Michael, Karunanithi, Arunprakash T. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities: Emerging Research and Opportunities. IGI Global: International Academic Publisher, 2017.
Hans Ernst Fischer, Raimund Girwidz. Physics Education. Challenges in Physics Education. Springer Nature, 2022.