Transcript the presentation (ppt 85 kb)

España, 2007
Problems in teacher education
Matilde Vicentini
1
• Teaching
and learning models
• Suggestions from PER research on how to teach
• What Physics for teachers ?
2
The Teacher :
A person who is in charge of the
education of the young generation
for what concerns general skills
and the understanding/learning of
the subject(s) of his/her competence
3
A model for teaching
Teaching
the communication of informations with the aim that
students will understand / learn
The teacher defines the
Aims of the communication
and choices
the arguments
and their organization
the information contexts
verbal
communication
Coding of the message
recall of real
life situation
experiments
Didactical action
4
The students
Collect the informations
that are meaningful to their
knowledge schemes
choose the information context
reference to
already known
personal
memories
Decoding of the message
Interpretation
Possibility of a gap of understanding
5
Possibility of a gap of understanding
need to define the set of shared meanings
The students
information
context
The teacher
information
context
Subjective
meanings
of the
teacher
Shared
meanings
Subjective
meanings
of the
students
need to refer to a learning model
6
A learning model
Learning
acquisition of knowledge
guided by motivation
experience
received through
communication
in the long term
memory
declarative
Different
styles of
Intelligence
intuitive
descriptive
formal
procedural
needed to
understand
that use
thinking skills
innate
learned
7
… about intelligence
Sports : Winning coaches, for example, recognize the different learning
styles of their players. Former Raiders coach John Madden says that for
some players you simply tell them the play and they know it; others must
be shown diagrams before they can form their own mental image of what
to do; and still others won’t really grasp the play until they physically run
through it so that they can feel the play as well as see and hear it. The
same is true for the “coaches” of military recruits and corporate training
programs.
Neil A. Fiore, The Now Habit (Jeremy P. Tarcher, Inc., Los Angeles, 1989), p. 180
8
… about intelligence
Physics : There are, as I have said, some minds which can go on
contemplating with satisfaction pure quantities presented to the eye by
symbols, and to the mind in a form which none but mathematicians can
conceive. There are others who feel more enjoyment in following
geometrical forms, which they draw on paper, or build up in the empty
space before them. Others, again, are not content unless they can project
their whole physical energies into the scene which they conjure up.
… For the sake of persons of these different types, scientific truth
should be presented in different forms, and should be regarded as
equally scientific, whether it appears in the robust form and the vivid
coloring of a physical illustration, or in the tenuity and paleness of a
symbolic expression.
James Clerk Maxwell, 1870.
9
The teacher should :
• be able to motivate the students
• devise methodological strategies for a successful communication
• understand that communication must be in the two directions of talking
and listening
• be competent on his/her subject
• understand the structure of the subject matter
• be able to transform it into forms that are pedagogically powerful
• act as a bridge between the subject matter and the students
• be able to set the boundaries between different kinds of knowledge and
beliefs shared / used in the society
How to teach ?
What Physics
for a teacher ?
10
How to teach
 take into account the ideas that students have about the phenomena of
daily life
 importance of interactivity with the students and among the students
show experiments and problematic labwork or projects
exploit the information technology
group work and peer discussion
historical considerations
 explicit the relation phenomena-models-theories
 reflect on their own understanding of the subject
 stimulate the rephrasing of students of laws, principles, …
11
What Physics for teachers
The seven “savoirs” for an education for the future (MORIN)
 The character of human knowledge
with the risk of errors and illusions
 The principles of pertinent knowledge
 Coping with uncertainty
 the human condition
 the terrestrial identity
 understanding
 the ethics of humans
12
Pertinent knowledge
-The ability to place in the global and basic problems of today the partial
and local knowledges
-Avoid the fragmentation intradisciplinary and interdisciplinary
-Place the information in a context and show the relations and influences
between the parts and the whole
Uncertainties
We should learn to live in an ocean of uncertitude through islands of certitudes
13
Suggestions for avoiding the fragmentation
 Reference to a discrete particle model
 Consideration of advanced technologies
 Communication of the epistemological context
 Consideration of the social context
14
Conclusions
Need of improving the communication in the two directions
between Physics Researchers and PER Researchers
Authentic Science
Inquiry
Simulation
Modelling
15