Duration
36h Th
Number of credits
Lecturer
Coordinator
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 aims to:
- survey fundamental notions from the S2-S3 curriculum framework (FWB): forces and their representations, action-reaction, mass and weight, simple machines, Archimedes' buoyant force, and resultant of forces;
- analyse the conceptual difficulties inherent to these notions, the documented misconceptions in the literature, techno-mathematical obstacles (mathematical tools, representations, etc.), and linguistic approximations that may foster learning difficulties;
- design remediation tools (diagnostic tests, experiments, wording refinements, progressive sequences from S2 to S3).
Learning outcomes of the learning unit
By the end of the course, students will be able to:
- identify major conceptual difficulties linked to lower-secondary physics;
- detect and analyse frequent misconceptions among pupils, drawing on the science education literature;
- design and analyse diagnostic tools (tests, exercises, experiments) targeting these misconceptions;
- propose and justify appropriate remediation, including the use of experiment, precise language, and judicious use of supports (worksheets, textbooks, etc.);
- adopt a reflective stance towards their own conceptions and practices.
Prerequisite knowledge and skills
- Sufficient mastery of physics content typically covered in 1st-2nd year Bachelor physics and physics didactics courses-especially the notions addressed here (forces, Newton's third law, Archimedes' buoyant force, mass, weight, ...);
- Command of introductory mechanics formalisms (vectors, graphs, ...).
Planned learning activities and teaching methods
6 sessions × 6 hours (36 h).
- Session 1: introduction; content test; theoretical framing on conceptual difficulties & misconceptions; application to forces (models and representations).
- Sessions 2-5: coverage of assigned disciplinary themes (mass/weight & simple machines; Archimedes' buoyant force; Newton's third law); group presentations; correction of related tests; varied workshops: experiments, exercises, critical analysis of teaching materials, creation of diagnostic items, analysis of worksheets, etc.
- Session 6: office-hour style support and individual supervision for the final assignment.
The detailed programme will be presented in Session 1.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
- Sessions 1, 3, 5 are strictly face-to-face for all students.
- Sessions 2, 4, 6 are synchronous online for HERS students and face-to-face for others.
- Session 6 functions as an advising clinic (in person or online depending on location), enabling individual supervision. The schedule for students' questions on the final assignment will be set in Session 5.
- Language of instruction and assessment: French.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
- Key readings in science education (e.g. Viennot, Givry, Coppens, Thornton & Sokoloff - FMCE, etc.). Details provided in Session 1.
- FWB curriculum frameworks - Sciences (S2, S3, FMTTN).
Exam(s) in session
Any session
- In-person
written exam AND oral exam
Written work / report
Further information:
Assessment comprises an individual final assignment defended in an oral examination.
- The written dossier (50%) presents a full analysis of a chosen difficulty/misconception based on a literature review. Remediation avenues-e.g. design of a diagnostic tool or an experiment-are developed. An AI-use report must accompany the work.
- The oral defence (50%) is in person and offers a concise presentation of the work. Comprehension questions will be asked. The student is expected to adopt a reflective posture regarding their work.
The grade is in principle common within a group; individual adjustments may be applied in cases of manifest non-participation.
Second-session arrangements mirror the first session (individual written dossier and oral), with the possibility of revising/improving the written dossier. The examination schedule is communicated in due course.
These oral examinations are public. Students have the right to consult their assessment documents and, for written tests, the right to obtain a copy in accordance with the procedures of the partner institutions.
Any absence from an assessment must be justified (legitimate reason/force majeure) within the deadlines set by the institution; a make-up may be considered if organisationally feasible and with the agreement of the competent authorities. Failure to submit an assignment by the deadline results in a grade of 0 for that assignment, unless exceptional circumstances are recognised by the relevant institution.
Carrying forward passed components (= 10/20) within the same academic year or to the next is possible in accordance with the regulations of the relevant Haute École; failing that, all assessments must be retaken in the second session.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Pierre-Xavier Marique (chargé de cours)
Didactique de la physique, Université de Liège
Mail : pxmarique@uliege.be
Association of one or more MOOCs
The MOOC entitled 'Physique- Mécanique : bien entamer l'enseignement supérieur (S2)' is associated with this course.
Further information: