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Physics Education research

Physics Education research. Roberta Tevlin. What is your experience with Physics Education Research? a) This is the first time I have heard of it. b) I have heard of it but not used it. c) I have started using it in my class. d) I use it all the time in my class.

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Physics Education research

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  1. Physics Education research Roberta Tevlin

  2. What is your experience with Physics Education Research? a) This is the first time I have heard of it. b) I have heard of it but not used it. c) I have started using it in my class. d) I use it all the time in my class. Select the letter in your booklet that best matches your experience and show me.

  3. What is Physics Education Research? Make a point form list on the whiteboard of what your group knows about PER.

  4. PER is not anotherdubious education fad, it is based on solid research. Students were observed solving physics problems out loud in small groups. Hypotheses were made about how to improve learning. Hypotheses were tested using control groups and objective measuring tools.

  5. Students come with preconceptions that interfere with learning. These are very resistant to change and must be confronted repeatedly by the student. Time spent on conceptual understanding does not weaken problem-solving skills. Peer Instruction, Predict Explain Observe Explain, Elicit Confront Resolve, Think Pair Share, Interactive Lecture Demonstrations

  6. Student Discourse • Students learn almost nothing in a lecture or ina ‘Socratic’ lesson if only one student is talking at a time Students need to discuss their ideas. Whiteboards, Context-Rich Problem Solving, Guided Inquiry Sheets

  7. Five Easy Lessons for Successful Physics Teaching by Randall Knight.

  8. Teachers should be taught in the style in which they are expected to teach. You need to experience it yourself. This may not be the best match to your personal learning style. Your experience is not a good guide to how most of your students learn.

  9. You have a light bulb, a battery and one wire. Draw a picture of how you can connect them to light up the bulb.

  10. Discuss the following questions : 1) When should you use pictures instead of symbols? Why? 2) You were not given the materials until after the discussion. Why? 3) How would your students do at this task? 4) What key concept are they learning?

  11. A B A circuit is set up with one battery and two light bulbs as shown below. How do they compare in brightness? a) A is brighter b) B is brighter c) They are equally bright. Explain your answer.

  12. This is an example of Peer Instruction Discuss the following with your group: What are the advantages of providing answers in addition to the question? We used paper booklets rather than electronic clickers. Which do you prefer?

  13. Simulations can be used before, after or instead of real materials. List your suggestions of how to use simulations.

  14. A circuit is set up as shown. How do the bulbs compare in brightness? • a) A is brighter • b) B is brighter • c) They are equally bright. • Explain your answer. C D

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