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1.
In Victoria, students intending to become physics teachers must choose to study physics in the final two years of high school,
and then for at least two years at tertiary level. For those who have not taken this route there has been little access to
the study of physics at a tertiary level and to a career in physics teaching. The Graduate Diploma in Physics and Education
at La Trobe University offers graduates who have not studied physics as part of their undergraduate degree an opportunity
to train as physics teachers.
Implementation of the diploma has entailed a re-examination of the content and teaching style of undergraduate physics. In
this paper, the course structure as a whole will be outlined and the physics taught as part of the diploma described. The
preliminary results of the on-going course evaluation will be presented.
Specializations: Physics education, gender and science teaching.
Specializations: Physics education. 相似文献
2.
Attitudes towards Physics 总被引：3，自引：3，他引：0
Unlike in many other countries, physics in secondary education in Scotland is highly popular, with large numbers opting for study at the Higher Grade from which entry to higher education is possible. This paper reports a project which explored attitudes towards physics in Scotland, looking at students aged from about 10 to 20 years old. Overall, over 850 school pupils were surveyed along with 208 level 1 and 2 university physics students. The work was carried out mainly by use of questionnaires and interviewing. The approach allowed the development of 'snap shots' of attitudes held by pupils simultaneously at various stages of education. These attitudes can be compared at the different stages, although care must be taken in such comparison to allow for varying degrees of self-selection. The main factors attracting school pupils into a study of physics are described, together with the pattern of attitude changes which take place with age. From the picture obtained, it is possible to determine areas of the curriculum where there are difficulties. The enormous success of the applications-led course for Standard Grade is apparent in attracting and retaining pupils within physics, including girls. The outcomes suggest some ways by which physics curriculum planners can develop courses in physics which will prove attractive and robust. 相似文献
3.
周燕芬 《华中师范大学学报(人文社会科学版)》2002,41(2):41-45
文学流派是在诸多因素及其复杂关系中构成的。相同或相近的思想观念和艺术风格是基本必备条件。组织形式和相应的流派活动是流派公式中的一个变量，但它作为外部显性特征往往是人们识别文学流派的关键。七月派是一个完备性与典型性程度最高的文学流派，它在存在形式上集中又开放的双重特征，说明了流派巨大的包容量和影响力，是流派高质量的一个标志。七月派表现出众多艺术个性的气脉相通，在作家个性与流派共性的对立统一关系方面，七月派为文学流派能够发展和得以成功提供了可资借鉴的重要经验。 相似文献
4.
半开放教学法实验室促进中学物理教学能力的提高 总被引：1，自引：0，他引：1
石红 《贵州教育学院学报》2003,14(2):48-51
中学物理教学法实验是高师物理教育专业不可缺少的重要课程。传统的教学法实验学生的实验能力得不到应有的发展和提高，中学物理教学法实验室半开放，它改变了传统的学生实验的被动局面，对师范生实验技能的培养起到了传统教学模式所难以获得的成效。 相似文献
5.
新课程背景下物理学的科学方法教育 总被引：4，自引：0，他引：4
新课程标准把科学方法确定为普通高中物理教学内容的一部分,充分体现了新课程改革对科学方法教育的重视,所以,在物理教学中要有效地进行科学方法教育。 相似文献
6.
Sadanand Nanjundiah 《Journal of Science Education and Technology》1993,2(4):559-563
Conclusions The survey indicated many problems with both how physics is taught and how it is understood. Specifically: (1) Students seem to be less diligent in their senior year in high school (when physics is most commonly offered). For many, this is the only physics course in their school careers. (2) Students think of physics as a difficult subject that makes extraordinary mathematical and conceptual demands. There are serious deficiencies in both areas. (3) Many school teachers of physics have only one or two years of college physics background. 相似文献
7.
构建工科大学应用物理专业课程体系的平台思想 总被引：4，自引：0，他引：4
根据对课程设置应注意问题的讨论，阐述了对构建理工科大学应用物理专业课程体系的平台思想的理解，介绍了电子科技大学应用物理专业课程体系的设置状况，提出了课程体系的平台设置模式值得讨论的一些问题。 相似文献
8.
Lejf Moos 《Journal of Educational Change》2005,6(4):307-328
This article will discuss how schools in countries like Denmark cope with the external demands for accountability made on
them by many different stakeholders and at the same time strive to build and sustain trust in and trust from staff. The school
context in relation to these challenges is seen in light of the increasing complexity of societies. On the one hand, there
are pressures to transform the governing of schools towards a more ‘rigorous’ form of New Public Management (NPM). On the
other hand, there is a growing consciousness of the need to sustain trust and loyalty in the school as a community. In the
middle of this squeeze are the actors: the teachers and school leaders. The school leader is pivotal to the relations with
external authorities and communities and to internal agents like staff. The struggle between accountability and trust is seen
from the perspective of school leaders, drawing on data and analysis from the Danish part of an international comparative
study on the Life History of School Leaders. The data and analyses in this project make it possible to take an historical
perspective when trying to understand the thinking of Danish school leaders. 相似文献
9.
High school students with high ability were enrolled in a standard college physics course for each of two summers with the same professor, same course outline, same textbook, same laboratories, and the same examinations. Half of each group had completed a high school physics course; half had not. Dormitory counselors were available for assistance and support. In addition, tutors were available in the laboratories to provide any help necessary with interpretation of lectures and performances in the laboratory, and with mathematical computation. Pre- and posttest measures concerning course content and attitude were given. After the eight-week summer instruction, the students who had not completed high school physics performed as well on the final course examination; there were no differences with respect to course grade or attitude toward physics. The group that had not completed high school physics used the tutors provided far more frequently than did students who had completed the high school course. When high-ability students are enrolled in college physics with tutors made available for needed assistance, there appears to be no advantage for students to complete the standard high school physics course. 相似文献
10.
Ville Nivalainen Mervi A. Asikainen Kari Sormunen Pekka E. Hirvonen 《Journal of Science Teacher Education》2010,21(4):393-409
Practical work in school science plays many essential roles that have been discussed in the literature. However, less attention
has been paid to how teachers learn the different roles of practical work and to the kind of challenges they face in their
learning during laboratory courses designed for teachers. In the present study we applied the principles of grounded theory
to frame a set of factors that seem to set major challenges concerning both successful work in the school physics laboratory
and also in the preparation of lessons that exploit practical work. The subject groups of the study were preservice and inservice
physics teachers who participated in a school laboratory course. Our results derived from a detailed analysis of tutoring
discussions between the instructor and the participants in the course, which revealed that the challenges in practical or
laboratory work consisted of the limitations of the laboratory facilities, an insufficient knowledge of physics, problems
in understanding instructional approaches, and the general organization of practical work. Based on these findings, we present
our recommendations on the preparation of preservice and inservice teachers for the more effective use of practical work in
school science and in school physics. 相似文献
11.
代际学习正受到越来越多国家的重视。代际学习项目是基于代际学习理论所开展的实践形式,其如何运行,是困扰我国相关研究者与实践者的重要问题。行动者网络理论是一种研究人类与非人类行动者之间相互作用并形成的异质性网络的社会学分析方法,可以通过追随核心行动者的运行脉络,向公众展示以此核心行动者为中心的网络建构过程。基于行动者网络理论的分析框架,对C市的L代际学习项目进行个案分析发现:代际学习项目的运行要素主要包括核心行动者、强制通行点(核心利益诉求)和异质性行动者三类;主要通过核心行动者引领项目的拓展,按强制通行点赋予行动者角色职责,基于利益赋予情况动态招募异质性行动者,积极动员行动者参与网络运行、促进网络可持续发展。从运行效果看,L代际学习项目不仅可以帮助老年学习者获取与时俱进的知识技能,提高身心健康和生活质量,还可以增强老年人的积极认知,使其保持良好生活态度,实现终身学习。我国代际学习项目运行中,一是要注意将核心行动者从单一来源向多来源转变;二是要跳出"学校"边界,凝聚异质的组织行动者;三是要有效利用学习资源,构建合理的强制通行点;四是要实现运行的正规化和互动的非正式化。 相似文献
12.
Maria Berge Anna Danielsson Malena Lidar 《Research in Science & Technological Education》2020,38(1):63-83
ABSTRACTBackground: Physics is often seen as a discipline with difficult content, and one that is difficult to identify with. Socialisation processes at the upper secondary school level are of particular interest as these may be linked to the subsequent low and uneven participation in university physics. Focusing on how norms are construed in physics classrooms in upper secondary school is therefore relevant.Purpose: The purpose of this paper is to identify discursive patterns in teacher–student interactions in physics classrooms.Design and methods: Three different physics lessons with one class of students taught by three different teachers in upper secondary school were video-recorded. Positioning theory was used to analyse classroom interaction with a specific focus on how physics was positioned.Results: We identified seven different storylines. Four of them (‘reaching a solution to textbook problems’, ‘discussing physics concepts in order to gain better understanding’, ‘doing empirical enquiry’ and ‘preparing for the upcoming exam’) represent what teaching physics in an upper secondary school classroom can be. The last three storylines (‘mastering physics’, ‘appreciating physics’ and ‘having a feeling for physics’) all concern how students are supposed to relate to physics and, thus, become ‘insiders’ in the discipline.Conclusions: The identification and analysis of storylines raises awareness of the choices teachers make in physics education and their potential consequences for students. For example, in the storyline of mastering physics a good physics student is associated with ‘smartness’, which might make the classroom a less secure place in general. Variation and diversity in the storylines construed in teaching can potentially contribute to a more inclusive physics education. 相似文献
13.
Cennet Engin Demir 《Educational Research and Evaluation》2013,19(2):89-107
This study analyzes the perceptions of Turkish and American middle school students of school and schooling by examining the metaphors they produce. A total of 18 American and 24 Turkish students were interviewed as part of this study. The results show differences in the participants' perceptions of schooling by culture. Turkish participants perceived the school environment as family-like, care-giving, psychologically nurturing, educationally exemplary, and physically appealing. School was also seen as a fundamental prerequisite in the preparation for life and the possibility of employment, promising upward social mobility as an adult. Overall, while some American participants perceived school as a wild, crowded, chaotic, boring, painful, regulated environment in which students must learn to survive, others see it as a place of joy, caring, involvement, and learning. The study also indicates that metaphors are useful tools in understanding how students as real actors of school make sense of schooling and their experiences in school. 相似文献
14.
Ton Van Der Valk 《欧洲师范教育杂志》1996,19(2):153-166
A problem posing orientation teacher education course has been developed at Utrecht University for physics students. For that purpose, an inventory study of the 1995 orientation physics course was carried and is reported here. The research focus was: What were students’ initial motives for attending the orientation course? How do these motives change during the course? In this study, students were asked at three different moments to describe (the change in) their motives for taking part in the course: at the start, halfway and at the end of the course. Moreover, students’ logbooks and learning reports were analysed. Five motives have been found, the most important being the desire to learn whether being a secondary school teacher will suit them, with job prospects and acquiring presentation skills being important motives as well. These results offer a basis for the development of a preliminary ‘didactical structure’ for the course. 相似文献
15.
信息技术与物理学科教学的整合 总被引：2，自引：0，他引：2
谢芳 《天津师范大学学报(基础教育版)》2005,6(2):67-69
随着社会的信息化发展，信息技术广泛应用于学科教学中。信息技术与学科课程整合改变了传统的教学模式。本文就信息技术与物理课程整合从理论框架到整合的模式、方法提出了几点意见，以探求更好的教学效果。 相似文献
16.
物理是普通高中的一门基础课程,难度较大,抽象性较强。但部分学生的学习方法与学习思维还停留在初中阶段,存在一定学习误区,因此,学习效果并不理想。文章分析高中学生物理学习存在的误区,探究提高高中物理学习效率的策略,以不断提高学生的物理学科素养。 相似文献
17.
大学物理实验课是对所有理工科学生训练物理实验基本技能的公共必修课,其课程安排一般在其他基础课和专业课课表排好后由实验室统一进行,基本上都是手工排课,过程相当繁复且难以做到优化。对此问题建立了D-1规划模型并给出通用lingo求解程序,该方法十分简便且可操作性强。 相似文献
18.
物理是初中阶段的重要课程,也是学生对世界进行基本科学认知的引导课程.在学生系统学习了近两年的物理后,学校和教师应对学生进行物理核心素养评价和学业质量检测.在物理核心素质评价与学业质量检测中,只有从物理观念、科学探究、科学思维、科学态度与责任入手,才能让评价与检测全面、丰富和多元. 相似文献
19.
周新英 《赣南师范学院学报》1988,(Z1)
本文从高中物理教学过程中关于高初中物理之间新旧知识结构的衔接,教学方法和学习方法上的更新,考试内容深浅度的掌握等方面对高初中物理教学衔接问题作了初步探讨,从而说明正确进行高初中物理教学的衔接工作,是高中学生能否尽快适应高中物理内容的学习和能否学好高中物理的关键。 相似文献
20.
G. E. Bookbinder 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):213-218
The effect of higher education upon student attitudes is one of increasing liberality and decreasing authoritarianism. In this study of 345 women students in a college of education similar trends were recorded concerning teacher‐role expectations during a three‐year period of anticipatory professional socialization. The early part of the course is seen as particularly significant in changing attitudes. The nature of the change is complex, for whilst on home‐school relationships, curriculum, organization and motivation students become more ‘open’ in their teacher‐role expectations, a hardening of attitudes was seen towards corporal punishment and teachers’ leisure time involvement with their school children. Some changes may be attributed to the orientation of the college towards certain professional beliefs and practices. The process of professional socialization is marked by increasing differentiation among students at different stages of their course on questions relating to teachers’ instrumental (task‐centred) roles. Further, this college's stress upon primary education may be responsible for only slight differences developing between the role‐concepts of groups training for different levels of school. 相似文献