Didactics of Physics II

Recommended Prerequisites

Didactics of Physics I and knowledge of Physics and associated competences, compulsory to be accepted on the Master (50 ECTS).

Teaching Methods

-Theoretical presentation of contents with discussions about practical situations, to help students to extend their knowledge, inserting new cognitive acquisitions within previous ones, eventually submitted to corrections.

-Application of acquired knowledge to real situations: developed by the teacher asking for students' contributions; organized by students, individually or within a group, concerning teaching situations (an unit, next day classroom)  and different level students (objectives, planning, execution, students' assessment, activities evaluation - reflection and metacognition).

Learning Outcomes

Based on the pedagogical content knowledge previously acquired in Didactics of Physics I, Didactics of Physics II, focused on in-class real situations, aims at the acquisition and development of:

knowledge of and competences on different strategies for teaching and learning Physics and capacity to use them complementary in school, aiming at the efficacy of students' learning; capacity of associating Physics models with day-by-day reality, implementing students' motivation and creating empathy towards learning; habilities on assessing students’ Physics learning results, used to promote active deeper and more meaningful  knowledge; awareness towards the need of continous professional progress and the development of reflexive and group work capacities, aiming at curricular improvements to potentiate students’ learning efficacy in practice.

Work Placement(s)

No

Syllabus

1. Introduction

1.1. Physics, Physics teaching and research on Physics Didactics. Characterization and problems of current ways of Physics teaching.

1.2. The Nature of Science and the cognitive development necessary for Physics learning.

2. Theories and models of  learning. Complementary modes of teaching: Physics teaching and learning.

3. Assessment of students' learning of Physics. Construtive perspective of evaluation of the learning efficacy of different teaching strategies. Formative assessment to promote meaningful students' learning.

4. Teaching Physics in practice: problems and solutions. Reflexive activities and teachers' group work. Awareness towards action educational research.

5. Contributions from non-formal learning to help Physics learning.

Head Lecturer(s)

Décio Ruivo Martins

Assessment Methods

Assessement
Laboratory work or Field work: 10.0%
Planning curricular units; microteaching: 20.0%
Resolution Problems: 30.0%
Frequency: 40.0%

Assessement
Laboratory work or Field work: 10.0%
Planning curricular units; microteaching: 20.0%
Resolution Problems: 30.0%
Exam: 40.0%

Bibliography

Arends, R. Aprender a Ensinar. McGraw-Hill, 1995.

Arons, A. A guide to introductory physics teaching. John Wiley & Sons, N.Y., 1990.

de Almeida, M.J. 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.

Fernandes, D. Avaliação das Aprendizagens: Desafios às Teorias, Práticas e Políticas. Texto Editores, Lda, 2005.

Lopes, J.B. Aprender e Ensinar Física, Fundação Calouste Gulbenkian e Fundação para a Ciência e Tecnologia, 2004.

McDermott, L. Physics by Inquiry. Volume I and II. John Wiley & Sons, 1996.

Phillips, D.C. and Soltis, J.F. Perspectives on Learning. Teachers College Press, N.Y., 2009.

Skinner, D. Effective Teaching and Learning in Practice. Continuum International Publishing Group, London, 2010.

Walter, F.W. and Soltis, J.F. Curriculum and Aims. Teachers College Press, N.Y., 2009.