Didactics of Physics II
Course code
MLF7097.LT
old course code
MLF7097
Course title in Estonian
Füüsika didaktika II
Course title in English
Didactics of Physics II
ECTS credits
6.0
Assessment form
Examination
lecturer of 2024/2025 Autumn semester
Erkki Soika (language of instruction:Estonian)
lecturer of 2024/2025 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
To introduce different options, teaching methods and ways of developing apprehension of nature by pupils in upper secondary school.
With the help of practical tasks, to develop acquainting oneself to different methods of teaching physics, and to develop the skill to implement these methods while giving a physics lesson.
To improve the acquisition of subject knowledge and development of the use of knowledge by students, developing the skills to work with using subject didactic and pedagogical literature, professional curriculum and textbooks.
To develop the interest in the subject didactic aspects of a teacher's job, and to support the acquisition subject didactic knowledge and skills, and teaching the subject based on pedagogical principles via practical tasks, by integrating these two areas into one well-functioning whole.
To support the development of the skill of self-analysis and reflection, and the development of a student who determines and completes his/her professional knowledge and skills.
To develop a positive attitude towards the job of a teacher as a creative activity, valuing active learning and pupil-centred learning.
With the help of practical tasks, to develop acquainting oneself to different methods of teaching physics, and to develop the skill to implement these methods while giving a physics lesson.
To improve the acquisition of subject knowledge and development of the use of knowledge by students, developing the skills to work with using subject didactic and pedagogical literature, professional curriculum and textbooks.
To develop the interest in the subject didactic aspects of a teacher's job, and to support the acquisition subject didactic knowledge and skills, and teaching the subject based on pedagogical principles via practical tasks, by integrating these two areas into one well-functioning whole.
To support the development of the skill of self-analysis and reflection, and the development of a student who determines and completes his/her professional knowledge and skills.
To develop a positive attitude towards the job of a teacher as a creative activity, valuing active learning and pupil-centred learning.
Brief description of the course
The objectives, teaching methods and formats of teaching physics. The general part of the national curriculum and the subject syllabus of physics, integrating physics with other subjects, required learning outcomes. Teaching physics in Estonia and in the world. The structure and objectives of a physics lesson. The language of physics. Teaching methods and methodological resources, different types of activities for pupils in a lesson. The implementation of a natural scientific method, laboratory works, research and outdoor learning. Demonstration experiments and equipment for experiments. Using information technology in the learning process, simulations. The methodology for solving the tasks. Compiling learning materials. Feedback given to the pupils. Research papers is upper secondary school, and the school exam.
Auditory work takes place as lectures and seminars. In additional, practical tasks will be solved in the laboratory.
Auditory work takes place as lectures and seminars. In additional, practical tasks will be solved in the laboratory.
Learning outcomes in the course
Upon completing the course the student:
- knows the objectives of teaching physics in upper secondary school, and can choose the appropriate teaching methods, tools and formats in order to achieve the objectives;
- knows the factors that have an impact on teaching physics, and the developments that teaching physics has gone through in Estonia and in the world;
- can integrate the study of physics with other subjects, use recurrent topics;
- can carry out laboratory works, use computer simulations for teaching, and teach a pupil of upper secondary school to solve the exercises in physics;
- analyses his/her activities as a teacher (self-analysis) and assesses his/her activities in an adequate manner, can be critical in terms of thinking and taking action;
- can make the pupils be more interested in fields of study related to physics, link everyday phenomena with what is being learned.
- can systematise, store and use different equipment for experiments;
- has a study map that includes notes for lessons, thematic additional literature, a collection of links, the instructions for laboratory and practical works, examples of worksheets and tests, and background information for carrying out a research paper / practical work in upper secondary school.
- knows the objectives of teaching physics in upper secondary school, and can choose the appropriate teaching methods, tools and formats in order to achieve the objectives;
- knows the factors that have an impact on teaching physics, and the developments that teaching physics has gone through in Estonia and in the world;
- can integrate the study of physics with other subjects, use recurrent topics;
- can carry out laboratory works, use computer simulations for teaching, and teach a pupil of upper secondary school to solve the exercises in physics;
- analyses his/her activities as a teacher (self-analysis) and assesses his/her activities in an adequate manner, can be critical in terms of thinking and taking action;
- can make the pupils be more interested in fields of study related to physics, link everyday phenomena with what is being learned.
- can systematise, store and use different equipment for experiments;
- has a study map that includes notes for lessons, thematic additional literature, a collection of links, the instructions for laboratory and practical works, examples of worksheets and tests, and background information for carrying out a research paper / practical work in upper secondary school.
Teacher
Erkki Soika PhD, Katrin Laas PhD
Prerequisite course 1
Prerequisite course 2
The course is a prerequisite
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