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

- Reflective analysis: presentation of theoretical content and horizontal and vertical analysis of official documents.

- Problem solving from an investigative perspective: discussion of practical situations, coupling them to previous knowledge and beliefs, which may need to be completed and/or corrected.

-Application and reflection: design of didactic sequences for teaching Physics at different age levels;

- Group discussion of real situations, evaluating the significant learning achieved.

Learning Outcomes

It is intended that students develop skills that allow them to:

- critically analyze the official ccurrent programs and school manuals for Basic and Secondary Education (EBS) that organize Physics education from an epistemological and didactic perspective;

- create, apply and evaluate diversified teaching and learning strategies adapted to the teaching activities of teaching Physics, reflected in innovative didactic sequences in conjunction with results of research in education;

- apply the models of Physics in the interpretation of reality, in a perspective of education for responsible citizenship, enhancing the motivation of students and creating a climate conducive to learning;

- questioning the results of meaningful learning achieved by students through their performance, to promote active and appropriate learning for different cognitive and cultural contexts;

- build an attitude of personal and professional, continuous and reflective improvement.

Work Placement(s)

No

Syllabus

- Fundamentals and requirements of a science education plan.

- Organization of a Physics teaching plan.

- Conceptual change in physics learning.

- Ausubelian model in the teaching of Physics.

- Representations as structures for hosting scientific knowledge.

- Integration of new concepts in the student's conceptual framework.

- Conditioning factors of learning in Physics.

- Mathematical representations of models in Physics.

- Scientific theories and the modeling of a physical system.

- Modeling a theory in Physics teaching.

- Problem solving in Physics.

- Official documents guiding the teaching of Physics: vertical and horizontal analysis

- Basic and Secondary Education Physics Programs and Physics Teaching Models.

- Planning of didactic sequences of Physics in Basic Education and in Secondary Education.

- Research/action methodology of the reflective teacher, in the teaching and learning of Physics.

Head Lecturer(s)

Telma Henriques Esperança

Assessment Methods

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

Bibliography

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
Walter, F.W. and Soltis, J.F. Curriculum and Aims. Teachers College Press, N.Y., 2009
Mortimer, E. F.; El-Hani, C. N. Conceptual Profiles: A Theory of Teaching and Learning Scientific Concepts. Springer Science & Business Media. 2014
Erduran, S.; Dagher, Z. R. Dagher. Reconceptualizing the Nature of Science for Science Education: Scientific Knowledge, Practices and Other Family Categories. Springer.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
Mansour, N.; EL-Deghaidy, H. STEM in Science Education and S in STEM: From Pedagogy to Learning. BRILL,2021
Hans Ernst Fischer, Raimund Girwidz. Physics Education. Challenges in Physics Education. Springer Nature,2022