Physicists as key players in developing a new physics curriculum (original) (raw)
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Scientia in educatione
Results of the worldwide PISA study in science performance from past years (2009, 2012 and 2015) show that Czech pupils are placed in the OECD average, whereas some countries with similar cultural and historical background are statistically significantly above it as well as above the results of the Czech Republic. As an example, Estonia, Poland and Slovenia belong to these countries and therefore they were chosen for the presented comparative study. The study focuses on comparison of national curricula of these countries,especially on fundamental aspects important for physics education at lower secondary schools. The study highlights the comparison of teaching content and learning outcomes in physics, interdisciplinary education and cross-curricula subjects, educational methods and assessment and field-specific key competences. One of the most evident differences that this study has detected is in the level of autonomy that the curricular documents give schools in deciding what the ...
The aim of this research is to determine the contents of national and international studies on physics education within the last six years. In the light of this aim, eleven national and seven international publications involving studies on physics education, which were published between 2005 and 2010, were investigated. Abstracts and whole research scripts were accessed in the electronic environment during the study made according to the scanning model. The research concluded that studies about physics education in the national and international publications mainly focused on mechanics. In terms of education, the most common content was found to be teaching methodologies and the curriculum, which was followed by the studies revealing students' conceptual structures. International publications made use of qualitative research methodologies in general whereas the national publications mainly involved quantitative research models. While national publications were observed to involve student teachers as samplings, while international publications preferred to work with secondary level students.
Reforms in science curricula in last six decades: Special reference to physics
African Journal of Educational Studies in Mathematics and Sciences, 2018
This review paper discusses the reforms in science curricula particularly those related to physics curricula which took place after the launch of the Sputnik by the Soviet Union in 1957. These reforms have started at national level as well as international level by establishing curriculum facilities around the end of 1960s. This review informs science educators about previous research in science curricular reforms, the struggles of global physics instruction transformation starting from United State of America (USA) and United Kingdom (UK), and current science/physics education researches. Recent advances in physics curriculum development as well as some important science reform programmes that have been done in Africa are also discussed. The paper also highlights the Competence Based Curriculum developed by Ministry of Education- Rwanda Education Board. The paper updates science/physics educators on evaluation of effectiveness of various instructional methods used in the past facilitating the identification of potential reform approaches to be successful in future. Some practical recommendations that can be used for effective teaching and learning of science, especially for physics are also outlined.
Investigation of Physics Teachers’ Opinions About the Physics Curriculum
Canadian Journal of Physics, 2019
The aim of this study is to determine the opinions of physics teachers about the physics curriculum that was updated in 2017. The study was carried out by using quantitative and qualitative data collection tools within the context of case study methodology. The research sample was formed from 64 physics teachers from different provinces of Turkey who participated in the training organized for introducing a physics curriculum at the Yalova Esenkoy In-service Training Institute. A questionnaire consisting of 30 questions with four-point Likert-type and interviews including eight questions were conducted. Findings show that physics teachers generally indicate a positive approach to the physics curriculum. However, almost all physics teachers who participated in the research stated that the physics course hours were insufficient to implement the physics curriculum and that some subjects should be removed from the physics curriculum.
Teaching Physics at High Schools and University – Key Problems
International Journal of Innovation in Science and Mathematics Education, 2023
The paper deals with the problem of physics education at high schools and problems that university students have in the first year of their study. Physics is a core subject in STEM education (STEM-science, technology, engineering, mathematics). The aim of the research was focused on parts of the physics curriculum that are difficult to teach and learn (concepts heat, temperature, density). Our research was provided in 2019-2022 at high schools (grammar schools) in the Czech Republic and in 2020-2022 at universities as part of the project Bridge2Teach solution. The goal of the research was to answer two questions: 1. What are the critical places in the study program of the subject physics at high schools? 2. Can bridging courses at universities be helpful for pre-service science teacher students to overcome gaps in knowledge during the first term of the studies? The findings of this study are discussed in this manuscript. Examples of ways to prepare study materials for high school students are given.
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Theory of physics education, as well as our Journal of Baltic Science Education, made a significant step over the last 20 years. Twenty years ago, formal physics education had a one-and-a-half century of development; JBSE was just an idea to be turned into the 1st issue in 2002. In this article, I would like to mention some of the great steps physics education made in the last decades and some open questions for the nearest future. I would like to apologize to the readers from the field of biology, chemistry or primary science education - unlike in my previous articles in this Journal (Demkanin, 2013; Demkanin, 2018), here I focus on physics education.
Teachers views about the application of secondary Physics course curriculum
International Journal of Physical Sciences, 2012
The main purpose of this study is to investigate teachers’ views about the application of secondary Physics curriculum (9, 10, and 11 grade) whose application had been started from 2008 to 2009 academic years and gradually extended to other grades. The study is a descriptive survey for determining the situation. In the study, a scanning model has been used. Sample of the study consists of 82 Physics teachers who have participated in an in-service training program organized in 2011 at Ankara City (from central Anatolia in Turkey) to present secondary Physics course curriculum. “Physics course curriculum scale”, a five scale likert-type measuring tool, had been used for data collection. During the analysis of the data, to show sub-dimensions and overall scores, median had been used for education level grouping whereas mean-standard deviation has been used for other variables. Results of the study revealed that rating of the teachers to overall application of the Physics curriculum at ...
An Evaluation of Changes to the Turkish High School Physics Curriculum
International Education Studies, 2012
A New Turkish Physics Curriculum has been constructed between the years 2006-2009. It is to the gaining of new perspectives. The purpose of this paper, therefore, is to reflect on the nature of the New Turkish Physics Curriculum (NTPC). To this end, the authors focus on the five themes of the NTPC using a document analysis method: basic reasons and needs of the NTPC, fundamental approaches of the NTPC, learning areas of the NTPC, characteristics of teaching activities in terms of the NTPC, needs of the NTPC. This paper highlights thus focusses on the fundamentals of the NTPC and considerations of its easy adaptation into practice.