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Case Studies in Physics Teaching

Case Studies in Physics Teaching. ~ Based on the writings of Clyde Freeman Herreid, University at Buffalo, State University of NY ~. Case Study in Science. Discussion designed for an end. A powerful way of achieving otherwise elusive goals of science teaching:

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Case Studies in Physics Teaching

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  1. Case Studies in Physics Teaching ~ Based on the writings of Clyde Freeman Herreid, University at Buffalo, State University of NY ~

  2. Case Study in Science • Discussion designed for an end. • A powerful way of achieving otherwise elusive goals of science teaching: • Understanding the nature of scientific knowledge • Understanding the values of scientists • Understanding the assumptions of science

  3. A Case Study • Starts with a narrative statement posing some sort of problem or dilemma that might or might not have a concise or acceptable solution. • Continues thorough a series of questions that require critical thinking and might not have any generally agree-upon solution.

  4. Conducting a Case Study • Case study is drive by an issue or a difficult question the solution of which might result in disagreement. • Assumes a strong ability to conduct successful classroom discussions. • Herreid gives 12-pointers for bringing a case study to a successful conclusion.

  5. Consider Student Preparation • Should you wish students to prepare for the discussion, provide them with the case before the discussion. • Background preparation might include such things as the following: • Contents from a prior class • Readings, including problem statement • Video or TV program

  6. Write a Controversial Case • Controversial cases more interesting • Keep the case current • Chose a case with relevance • Keep the case description short • Tell a story and include dialogue • Create empathy for main character • Case must have teaching function

  7. Set the Scene for the Case • After reading the case to or with the students, don’t plunge right in to the first question. • Spend some time explaining the value of the case, it relevance, its implications, and applicability. • Set social ground rules for good behavior - not all know them.

  8. Pose a Good Initial Question • Start by getting the facts of the case straight. • Make certain that the issue or dilemma is clearly understood by students. • Don’t ask for a conclusion at the outset; this will following only after a proper analysis of the case.

  9. Involve as Many as Possible • The more involved the students, the greater the likelihood they will both learn and remember. • Ask questions of the uninvolved to get them involved. • Use wait time appropriately. • Restate question or rephrase it as appropriate, but do not answer it.

  10. Ask Non-threatening Q’s • Use “easy” questions to draw reticent students into the discussion. • Avoid intimidation and derisive statements in response to student statement. • Avoid letting students attack one another - attack ideas, not people. • Restate rules of behavior as needed.

  11. Control the Discussion • Don’t let individuals dominate. • Keep the discussion on track. • Recite the key question periodically. • Use wait time appropriately. • See “How to Conduct a Discussion” - check out the PHY 310 syllabus.

  12. Write Key Points on Board • Emphasize key issues and concerns. • Give importance to what students have been saying. • Shows progress of the discussion. • Provides a sense of structure.

  13. Correct Factual Errors • If students do not correct errors of fact, the the discussion leader should see that they are corrected. • Best to point out contradictory evidence and let students draw their own conclusion. • Otherwise, point out confusion that you have as an instructor. • Opinions should not be “corrected.”

  14. Structure the Discussion • Sequence student thinking. • Use focusing behavior as you ask your questions; avoid the use of funneling behavior. • Move from divergent to convergent questions. • Align questions to objectives. • Manage time effectively.

  15. Non-random Movement • Body language can have an effect on a discussion. • Find a “center” other than the teacher. • Consider sitting down to “level the playing field” a bit. • Acknowledge student contributions. • Pay attention to what is being said.

  16. Achieving Closure • To achieve or not to achieve closure, that is the question. • Pros of closure: • Students might not draw conclusions • Leader can summarize process • Cons of closure: • Students continue to discuss • Non-closure more closely imitates life.

  17. Practical Application • Always have several case studies at the ready in the event that you have unplanned time and need a filler. • Be certain to include case studies in your formal assessments.

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