Times are displayed in (UTC-04:00) Eastern Time (US & Canada) Change
(KE) Physics Teaching Around The World
7/13/2022 | 12:40 PM to 1:40 PM
Room: CC: Grand Gallery C
Moderator: André Bresges Bresges / Co-Organizer:
Session Code: KE | Submitting Committee: Committee on International Physics Education / Co-Sponsoring Committee:
KE01 (12:40 to 12:50 PM) | Contributed | (Cancel) Mathematization Of Physics for Teaching, From Phenomenology,
Presenting Author: Olga Castiblanco Abril, Universidad Distrital Francisco José de Caldas
| ,
| ,
| ,
| ,
Mathematics in physics teaching often becomes an obstacle to its learning. Attacking this problem, possibilities of training pre-service teachers by approaching an alternative methodology in processes of the mathematization of physics are analyzed. It is qualitative research in case study type, with twenty students in the “didactics of physics” subject, in an undergraduate program at District University Francisco José de Caldas. The interpretation revolves around class planning, execution, and analysis by teachers and students. It was a process from the phenomenological approach, physic-mathematical thinking, and modeling. Results show evidence of innovation in teacher speeches since it substantially changed the way of assuming physics teaching. Students consider as a real possibility to get out of the traditional way of presenting mathematics in physics. Besides, they understand that learning physics can be much deeper and more impressive than simply memorizing and applying formulas. Also, become aware of the dynamic teacher role.
KE02 (12:50 to 1:00 PM) | Contributed | Teaching energy through calorimetry: insights from Canadian and Israeli perspectives
Presenting Author: Richard Hechter, University of Manitoba
Additional Author | Avraham Merzel, Hebrew University of Jerusalem
Additional Author | Yaron LeHavi, David Yellin College of Education
| ,
| ,
Striving at fostering positive experiences of secondary level physics teachers in Canada and Israel towards teaching energy as one cross-cutting concept, we applied two approaches of investigative lab-oriented activities in professional development workshops: a holistic approach, and an exhaustive approach. The holistic approach involved teachers investigating various calorimetric experiments centered on developing conceptual understanding through qualitative approaches punctuated with broad quantitative results. The exhaustive approach encouraged teachers to generate understanding through enhancing data collection and resultant measurement precision by innovating modifications to the apparatuses and data collection methods. In this session we will present insights from our workshops focussing on the interactions of the participants with each other, with the physics concept of energy from a calorimetric perspective, and with the curriculum from which they would teach it.
KE03 (1:00 to 1:10 PM) | Contributed | Comparing introductory physics courses in the US and China
Presenting Author: Juan Yang,
Additional Author | James T. Laverty, Kansas State University
Additional Author | Eleanor C. Sayre, Kansas State University
| ,
| ,
We investigate the different cultures of introductory university physics pedagogy of the United States and China through case studies at Kansas State University and Chongqing Jiaotong University. We look at the effects of different educational system backgrounds, social and cultural backgrounds, university systems and student characteristics on teaching status and pedagogy. In the US, the introductory physics curriculum pays more attention to quantitative reasoning and ethical significance of science, while that of China emphasizes the results and the materialistic worldview more. These differences are supported by greater resources in teaching time, lecture demonstration development, and supporting students’ learning. However, these increased resources in the US also lead to more diversity of teaching methods and increased efforts to assess students. We close with suggestions for improving the general education of physics in the universities of the two countries.
KE04 (1:10 to 1:20 PM) | Contributed | Teaching Physics in Sub-Saharan Africa
Presenting Author: Dean Stocker, University of Cincinnati Blue Ash College
Additional Author | Godwin Kwame Aboagye, University of Cape Coast, Ghana
| ,
| ,
| ,
The authors will share about their experiences teaching in Zimbabwe, Malawi, and Ghana. Dean Stocker taught Forms 1 - 4 Science and Maths in a rural Government Secondary School in Zimbabwe as a US Peace Corps Volunteer. He was also a lecturer in the physics department at Mzuzu University in Malawi, teaching introductory physics, mechanics, and solid state physics. Godwin Aboagye is a Senior Lecturer at the Department of Science Education, Faculty of Science and Technology, University of Cape Coast in Ghana, where he has been teaching since 2008. The authors will also share their thoughts on exploring the use of active learning in physics courses in Ghana.
(KE) Physics Teaching Around The World
Description