A physics laboratory course designed using problem-based learning for prospective physics teachers
Journal Title: European Journal of Science and Mathematics Education - Year 2013, Vol 1, Issue 1
Abstract
In general, laboratories are exercises with a primary focus on the verification of established laws and principles, or on the discovery of objectively knowable facts. In laboratories, students gather data without comprehending the meaning of their actions. The cognitive demand of laboratory tasks is reduced to a minimal level. To prevent these deficiencies, activities in a physics laboratory course were redesigned using problem?based learning. Problem?based learning is an inquiry based instructional design in which experiential learning organized around the investigation, explanation, and resolution of meaningful problems. In activities, instructional strategy is studentcentered and learning has to occur in small student groups under the guidance of a tutor. Authentic real world problems are primarily encountered in the learning sequence. To solve the problems, students propose hypothesis, and test their hypothesis with suitable experiment designs. Laboratory design and instruction strategies are very suitable for performing science process skills.
Authors and Affiliations
Cezmi Ünal *| Department of Education, Gaziosmanpaşa University, Tokat, Turkey, For correspondence: cezmi@metu.edu.tr, Ömer Faruk Özdemir| Department of Education, Middle East Technical University, Ankara, Turkey
Keywords
Related Articles
- EP ID EP8017
- DOI -
- Views 576
- Downloads 34
Student misconceptions about plant transport – a Sri Lankan example
Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The obje...
Conceptualizations of representation forms and knowledge organization of high school teachers in Finland: “magnetostatics”
One of the main components of teachers’ pedagogical content knowledge refers to their use of representation forms. In a similar vein, organizing concepts logically and meaningfully is an essential element of teachers’ s...
Teaching of geometry in Bulgaria
Geometry plays an important role in the school mathematics curriculum all around the world. Teaching of geometry varies a lot (Hoyls, Foxman, & Kuchemann, 2001). Many countries revise the objectives, the content, and the...
Revisiting the Nature of Science in science education: Towards a holistic account of science in science teaching and learning
Nature of Science (NOS) is an area of research in science education that has gained significant attention for several decades. It is a subject that has infiltrated curriculum policy documents, such as the new Next Genera...
New trends in computer math teaching
In the first section of this paper we analyze the possibilities for using the new technologies and the corresponding changes in the methodologies to be used.We continue with some thoughts on the use of Computer Algebra S...