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 second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
In continuity with Part I, this course deepens approaches to designing effective teaching sequences for upper-secondary physics, with a focus on exercises and problems, formative assessment devices, and selected alternative forms of learning. In particular, it clarifies the structuring of exercises (worked example, application, problem), the principles of scaffolding and fading to support progression towards autonomy, and the construction of high-quality items (diagnostic or formative MCQs, distractors grounded in typical misconceptions, management of implicit information). The course also opens onto complementary approaches (concept maps, serious games, etc.) and the development of ideas for interactive videos, to be used where they bring explicit pedagogical added value. Experiments and simulations are considered as levers serving a clearly identified learning objective (case-by-case selection), with adaptation to context (level, track, equipment, time). Attention is also paid to analysing existing materials (worksheets, textbooks, notes) to identify features that sustain misconceptions or exacerbate conceptual difficulties.
Learning outcomes of the learning unit
By the end of the unit, students will be able to:
* distinguish and structure exercises (worked example, application, problem) in relation to targeted objectives;
* design tasks that foster progression towards autonomy (scaffolding ? fading);
* develop MCQs suited to diagnostic and formative uses, with pertinent distractors;
* integrate, where relevant, an experiment or a simulation in service of a clear objective and a given classroom context;
* analyse materials (worksheets, textbooks, notes) and propose well-argued didactic improvements.
Prerequisite knowledge and skills
Solid command of upper-secondary physics content.
Planned learning activities and teaching methods
Design workshops (exercise sequences, MCQs, alternative approaches, etc.); short in-class role-play animations; structured debriefings (moderated discussion); case studies based on field materials; guided exploration of tools (simulation, interactive video, etc.). 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 h sessions in the second term). The timetable is available in the institutional Celcat agenda. Short asynchronous complements (= 1 h per theme) 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 (Chargé de cours)
pxmarique@uliege.be