Duration
18h Th
Number of credits
| Master of education, Section 5: Physics | 3 crédits | |||
| Master of education, Section 4: Physics | 3 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course offers a structured entry into subject-specific didactics of physics to support the design of effective lessons in upper-secondary education. It begins with a disciplinary diagnostic and guided reading of curricula and syllabi (including mathematics curricula to situate the tools available to pupils). Students work on lesson-planning methodology (formulation of objectives; constructive alignment Objectives-Activities-Assessment) and on analysing learning difficulties (conceptual difficulties, misconceptions, and techno-mathematical difficulties), as well as principles of conceptual change (coexistence, inhibition) informed by experiments, simulations, or video. Particular attention is paid to classroom experimentation, considering the possible roles of an experiment within a teaching sequence and its adaptation to context (class size, equipment, time). Finally, the use of digital tools (smartphone-based sensing; simulations) is envisaged where it provides clearly identifiable pedagogical added value.
Learning outcomes of the learning unit
By the end of the unit, students will be able to:
* analyse a syllabus topic to identify objectives and prerequisites (disciplinary and mathematical);
* design a constructively aligned lesson (Objectives-Activities-Assessment) and justify design choices;
* identify likely conceptual difficulties, techno-mathematical difficulties, and misconceptions among pupils, and propose appropriate, well-argued didactic responses;
* script an experimental or simulation-based activity for a given classroom context.
Prerequisite knowledge and skills
Solid command of upper-secondary physics content.
Planned learning activities and teaching methods
Brief theoretical framings followed by workshops (work on conceptual difficulties and misconceptions; creation of diagnostic tools; case studies; design and trial of experiments, etc.). Structured debriefings and collective regulation organise feedback. Short guest contributions (teachers, inspectors, etc.) may be included subject to availability.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Face-to-face teaching (six 3-hour sessions in the first term). The timetable is available in the institutional Celcat agenda. Short asynchronous complements may be proposed via the university platform.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Curricula (physics and mathematics); in-class handouts; core resources in physics education; a selection of scholarly articles; and tools/simulations used for didactic scripting.
Exam(s) in session
Any session
- In-person
written exam AND oral exam
Written work / report
Out-of-session test(s)
Further information:
The exam is an in-person oral before a panel. The student presents the plan of a teaching sequence and, in particular, explains the context, objectives, relevant conceptual difficulties and misconceptions, and how these are taken into account in the sequence design. The student also presents a short segment of the sequence as a role-play.
Work placement(s)
None work placement
Organisational remarks and main changes to the course
Contacts
Pierre-Xavier Marique
pxmarique@uliege.be