|
Courses for pre-service physics teachers
Concepts and structures of physics I: Classical physics
In the course the structure and methods of physics are discussed. The viewpoint is how the physics' knowledge structure guides the solutions of physics teaching. Special attention is paid on the interplay of theory and experiments. The practical goal of the course is to develop the physical way of thinking and such a viewpoint to physics that directs the planning of teaching. up
Concepts and structures of physics II: Modern physics
This course deepens the themes discussed in the first part of the course. It shows through examples, how the concept formation in physics advances in modern physics. In the course, the generalization of concepts and theory of classical physics in guiding the concept formation of modern physics is discussed. The influences of this viewpoint to the teaching of modern physics are examined. The goal of the course is to give an overall picture needed by teacher about the empirical starting points of modern physics and how these aspects are reflected to the structure of theory. up
Structures and processes of school physics
In the course physics is examined as a subject taught in school. The goal of the course is to form the overall picture of physics needed in teaching and to organise its central topics in way which is useful for physics teacher. The central principles and themes which organise physics as a discipline in schools are scrutinized. The practical goal is to foster the development of pedagogical content knowledge, which is useful for practical teaching and for developing teaching solutions. Collaborative group working and different graphical network representations are emphasized. up
Experimentation in school laboratory
In the course students study in small groups of two or three students. In the interactive lectures the methods of experiment-based teaching is discussed and 19 experiment-based teaching unit* of school physics are introduced. A group chooses from those units 5-10 units, which includes certain experiments, which group has to conduct. Part of experiments the group has to plan themself. The designing of a unit also includes a constructing of concept map, which represents the proceeding of concept formation. The execution of a plan has to be based on a well-defined conceptual goals. The units have to proceed to these goals so that every experiment supports concept formation. The units include qualitative experiments and quantitative experiments. up
History and philosophy of physics
The course approaches the development of physics as a science and subject from the historical viewpoint. It emphasises the utilization of history of physics (and to some extent the history of mathematics and chemistry) as a didactical tool for teaching. The discoveries of central phenomena, the formation of concepts, models and theories, and the development of scientific method are discussed. Especially the great turning points of historical development of world view and the societal significance of applications during different era are examined. During the course a small study is conducted with the aim among others to train the students to the acquisition of historical knowledge and the utilization of historical material in teaching. up
Physics teachers' thesis seminar
In the seminar current topics of school physics and physics teaching are discussed and the designing and conducting of theses are supervised. A student gives at least two presentations, first is the presentation of a topic of thesis and in the second presentation the completed or almost completed thesis is presented. up
Orientation to physics education
The course is meant for first year students and its goal is to give general picture about physics teaching, the knowledge and skills needed in the teaching and the importance of research as an element guiding the teaching. In the course students
familiarize themselves with physics teacher education at the department of physical sciences. up
|
