Monday, March 18, 2019
Improving The Teaching of Physics :: Learning Education Papers
What this paper is all nigh(predicate) I go forth attempt to provide answers to the question of how one after part facilitate the acquisition of deep conceptual sympathizeing of physical concepts and begin learning more meaningful to students. I will do this by using the results of several natural philosophy education researches as anchored on both(prenominal) important difficulties physical science educators start in teaching physics.The problems in physics teachingOver the years, physics education has been beset with a legions of problems. The most compelling is how to teach physics to the students so that they will understand it, and appreciate it. An offshoot of this difficulty is the problem of retaining in the program those students who have initially decided to major in physics. Seymour andHewitts (1997) study on why undergraduates leave the sciences revealed that students transfer not because they want the mental ability. The trine main concerns for shifting ar e the lack or loss of interest, depression that a non-SME offers a better education, and poor teaching of SME faculty.Looking at these reasons, we realize that the situation is not at all hopeless. I opine that we could do something to address these issues. The scenario would have been pathetic if the primary reason for the switch is the students lack of mental ability. As I see it, the issue of lack/loss of interest and the belief that SME offers a better education is brought ab come on or aggravated by the issue of poor teaching of SME faculty. If we backside address the issue of poor teaching we will essentially be addressing the two other issues. If we lavatory better teach physics and so this can be a source of motivating for students to stay in physics.Another major problem in physics education is that students do not appear to gain as much knowledge out of their physics courses as desired. The most probable reason for this is the over-dependence of physics instructors o n using the traditional verbalize. Lectures in physics can be an incredibly passive experience for students, particularly dangerous for those who believe that if they can follow the professor, theyve mastered the material (Tobias, 1990).In this paper I will be presenting ways in which we can improve large lecture classes in order to make learning more meaningful for students. The motivation for this is my belief that lecture halls will still continue to pervade physics departments. Reducingthe number of student- teacher ratio is a far-fetched reality.
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