Aps-ajp-11-1001-Book indb
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6404f97bd5c2c-teacher-education-in-physics
Step 4: Redefinition of goals and conference I
. Teachers change the initial goals on the basis of findings emerging from steps 2 and 3. In the conference teachers summarize the first stage of the model. They share their ideas with col- leagues, invited scientists, and science educators. They dis- cuss their initial concept maps; the review of the literature; the diagnostic tool developed to identify students’difficulties; the results of administering the diagnostic tool in the class- rooms; and some preliminary thoughts for the planned mini- module. The teachers summarize in a booklet all these out- comes including the input of the conference participants. Results . Presenting ideas to an audience is not a new ex- perience for teachers. Nevertheless, the requirement to present the outcomes of the first stage of the model to col- leagues and distinguished guests was an intriguing and ex- citing event for most of the participating teachers. All teach- ers worked hard crystallizing and summarizing their own insights regarding the relevant subject matter and utilized the data gathered from their classes. The exposure to learning and teaching problems identified by their peers also in- creased their awareness of the various difficulties, legiti- mated free discussions, and increased teachers’ motivation to learn more about physics and the teaching of physics. The following are excerpts of statements from an interesting dis- cussion held among the teachers and the guests about the physics of the topic and the recommended ways to teach it. 共i兲 Is there a nonconservative electric field in the bat- tery? 共ii兲 It is really difficult to explain what is going on in an open circuit. 共iii兲 It is easy to explain currents through potential and energy-based considerations, but how is it done with forces? 共iv兲 It is written in the literature that the electric field is not produced by the moving charges. There are static charges on the conductor that make the current flow. Now here is my question: Do these static charges produce an elec- tric field outside the conductor and no electric field inside? As a result of the conference, the group was able to define more precisely the scope and the goals of the minimodule. As one of the teachers put it: “We should focus on strength- ening the continuity between electrostatics and currents. We should also show that both the electrostatics and the electro- dynamics phenomena originate from Coulomb’s law and the appropriate surface charge distribution.” The main goal of the minimodule, as summarized in the booklet prepared for conference I was: To apply the prin- ciples of electrostatics—forces, fields, and electric potential, to dc circuits. Figure 2 , presented in the conference, explicitly repre- sents this new conception of goals. The following is the list of new goals as stated by the teachers: The physics of the minimodule will focus mainly on the “missing link”—between the two dashed lines in the concept map. 共a兲 Distribution of charges: Reasons for the distri- bution; shapes of the distribution. 共b兲 Direction of the electric field inside and outside the conductor. 共c兲 Magnitude of the electric field and its depen- dence on the parameters of the conductor: lengths, area, and type of the material. 共d兲 Influence of local factors vs the emf of the source on the electric field in certain points of the conductor. 共e兲 The current in an open circuit, the capacitor. TABLE II. Goals of the diagnostic questionnaire as listed by the teachers. Download 231.88 Kb. Do'stlaringiz bilan baham: |
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