Predmet:
Course title:
UČNI NAČRT PREDMETA / COURSE SYLLABUS
Specialistični seminar iz raziskav fizikalnega izobraževanja: učenje in razvoj
kurikula
Specialized Seminar on Physics Education Research: Learning and Curriculum
Development
Študijski program in stopnja
Study programme and level
Študijska smer
Study field
Letnik
Academic
year
Semester
Semester
Fizika
1
prvi
Physics
1
first
Univerzitetni študijski program
3.stopnje Matematika in fizika
Third cycle academic study
program Mathematics and
Physics
Vrsta predmeta / Course type
izbirni predmet/optional course
Univerzitetna koda predmeta / University course code:
???
Predavanja
Lectures
Seminar
Seminar
Vaje
Tutorial
Klinične vaje Druge oblike
work
študija
60
Nosilec predmeta / Lecturer:
Jeziki /
Languages:
Samost. delo
Individ.
work
300
ECTS
12
prof. dr. Gorazd PLANINŠIČ/ prof. dr. Gorazd PLANINŠIČ
Predavanja / Slovensko in/ali angleško/Slovene and/or English
Lectures:
Vaje / Tutorial: Slovensko in/ali angleško/Slovene and/or English
Pogoji za vključitev v delo oz. za opravljanje
študijskih obveznosti:
Vpis v letnik študija.
Pogoj za opravljanje predmeta je zaključena 2.
stopnja študijskega programa fizika ali
pedagoška fizika. Pričakuje se, da predmet
izberejo študenti, ki imajo jasno željo po
opravljanju doktorata na področju raziskav v
izobraževalni fiziki (odslej PER).
Prerequisites:
Vsebina:
Content (Syllabus outline):
Enrollment in the program.
Students enrolled in the program need to have
a master degree (complete 2nd cycle) in
physics/physics education and a strong interest
in pursuing a doctoral degree in Physics
Education Research (PER).
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Pri predmetu bodo obravnavane naslednje
vsebine:
1. Glavna spoznanja o tem, kako se
študenti učijo fizikalne vsebine in kateri
so glavni instrumenti preverjanja
znanja.
2. Glavna spoznanja o tem, kako se
študenti učijo procesnih znanj pri fiziki
in kateri so glavni instrumenti
preverjanja znanja.
3. Različne reprezentacije in njihov
pomen pri učenju fizike.
4. Glavna spoznanja PER o
epistemološkem pogledu študentov na
fiziko in instrumenti preverjanja znanja.
5. Kako pristopiti k razvoju kurikulov za
fiziko?
6. Primeri uveljavljenih in preizkušenih
fizikalnih kurikulov, ki so bili razviti na
podlagi raziskav. Kaj imajo skupnega in
v čem se razlikujejo?
The course will address the following topics:
1. The most important findings concerning
student learning of physics content and
the assessment instruments.
2. The most important findings concerning
student learning of physics processes and
the assessment instruments.
3. Multiple representations and their role in
learning physics.
4. The most important PER findings
concerning student epistemology and
relevant assessment instruments.
5. How does one approach physics curriculum
design?
6. Examples of research -based curricula in
physics that have been found effective in
helping students learn physics. Common
aspects of these and the differences.
Temeljni literatura in viri / Readings:
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Hestenes, D., Wells, M. & Swackhamer, G., 1992. Force concept inventory. The physics teacher, 30(March),
pp.1–15. Available at: http://ptc.weizmann.ac.il/_Uploads/dbsAttachedFiles/1852FCI.pdf [Accessed March
20, 2015].
Ding, L. et al., 2006. Evaluating an electricity and magnetism assessment tool: Brief electricity and
magnetism assessment. Physical Review Special Topics - Physics Education Research, 2(1), p.010105.
Available at: http://link.aps.org/doi/10.1103/PhysRevSTPER.2.010105 [Accessed March 19, 2015].
Etkina, E. & Van Heuvelen, A., 2007. Investigative science learning environment–A science process approach
to learning physics. Research-based reform of university physics, pp.1–48. Available at:
http://paer.rutgers.edu/scientificabilities/downloads/papers/isle-2007.pdf [Accessed January 19, 2015].
Van Heuvelen, A. (1991). Learning to think like a physicist: A review of research-based instructional
strategies. American Journal of Physics, 59(10), 891-897.
Etkina, E., Van Heuvelen, A., White-Brahmia, S., Brookes, D.T., Gentile, M., Murthy, S. Rosengrant, D., &
Warren, A. (2006) Developing and assessing student scientific abilities. Physical Review. Special Topics,
Physics Education Research. 2, 020103.
Etkina, E., Karelina, A., & Ruibal-Villasenor, M. (2008). How long does it take? A study of student acquisition
of scientific abilities. Physical Review, Special Topics, Physics Education Research, 4, 020108.
Brookes, D. T. & Etkina, E. (2007). Using conceptual metaphor and functional grammar to explore how
language used in physics affects student learning. Physical Review, Special Topics, Physics Education
Research, 3, 010105.
Brookes, D. T. & Etkina, E. (2007). Using conceptual metaphor and functional grammar to explore how
language used in physics affects student learning. Physical Review, Special Topics, Physics Education
Research, 3, 010105.
May, D. & Etkina, E. (2002). College physics students' epistemological self-reflection and its relationship to
conceptual learning. American Journal of Physics, 70 (12), 1249-1258.
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Zollman, D. a., Rebello, N.S. & Hogg, K., 2002. Quantum mechanics for everyone: Hands-on activities
integrated with technology. American Journal of Physics, 70(3), p.252. Available at:
http://link.aip.org/link/AJPIAS/v70/i3/p252/s1&Agg=doi [Accessed March 4, 2015].
Redish, E.F., 2003. Teaching Physics with the Physics Suite, Wiley. Available at:
http://books.google.si/books?id=2dULAQAAMAAJ.
McDermott, L.C. & Shaffer, P.S., 1998. Tutorials in introductory physics, Prentice Hall. Available at:
http://books.google.si/books?id=0kQdlyhvjW8C.
Hestenes, D., 1987. Toward a modeling theory of physics instruction. American Journal of Physics, 55(5).
Hammer, D., 1996. Misconceptions or P-Prims: How May Alternative Perspectives of Cognitive Structure
Influence Instructional Perceptions and Intentions. Journal of the Learning Sciences, 5(2), pp.97–127.
Available at: http://www.tandfonline.com/doi/abs/10.1207/s15327809jls0502_1.
DiSessa, A., 1993. Toward an Epistemology of Physics. Cognition and instruction, 10(2), pp.105–225.
Available at: http://www.tandfonline.com/doi/pdf/10.1080/07370008.1985.9649008 [Accessed May 27,
2014].
Linder, C. & Fraser, D., 2006. Using a Variation Approach To Enhance Physics Learning in a College Classroom.
The Physics Teacher, 44(9), p.589. Available at:
http://scitation.aip.org/content/aapt/journal/tpt/44/9/10.1119/1.2396777 [Accessed June 17, 2014].
Viennot, L., 2014. “Thinking in Physics: The pleasure of reasoning and understanding”, Springer Books.
Cilji in kompetence:
Študenti so sposobni odgovoriti na vprašanja
povezana z vsebinami pričujočega učnega
načrta in razpravljati o značilnostih kurikulov,
ki so razviti na podlagi raziskav.
Objectives and competences:
The students can answer the questions related
to the syllabus and discuss the features of PERbased curricula.
Predvideni študijski rezultati:
Znanje in razumevanje
Študenti bodo dobili pregled nad praktičnimi
vidiki PER in razumevanje o tem, kako poteka
razvoj kurikularnih gradiv za poučevanje fizike,
ki temeljijo na izsledkih raziskav
Uporaba
Pridobljeno znanje lahko študenti uporabijo pri
raziskovalnem delu za doktorsko disertacijo,
pri razvoju kurikulov fizike ter pri izobraževanju
bodočih učiteljev fizike.
Refleksija
Uporaba pridobljenega znanja za načrtovanje
sprememb v poučevanju ter razmišljanje o
lastnem poučevanju.
Prenosljive spretnosti - niso vezane le na en
predmet
Razvoj in vrednotenje kurikulov drugih
naravoslovnih predmetov.
Intended learning outcomes:
Knowledge and understanding:
Students develop an overview of the practical
aspects of PER and an understanding of how
one can design curriculum materials based on
the findings in the field
Application:
Knowledge developed in the course can be
applied in research for a doctoral thesis, physics
curriculum development and in physics
teachers’ professional development.
Reflection:
Use of developed knowledge for instructional
interventions and for thinking about your own
teaching.
Transferable skills:
Curriculum design and evaluation for other
science subjects.
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Metode poučevanja in učenja:
Learning and teaching methods:
Študenti bodo sodelovali v razpravah (v okviru
Students will participate in whole class and
majhnih skupin ali celotnega razreda), prebirali small group discussions, read assigned papers,
bodo izbrane članke, sami poiskali in
conduct literature review on a particular
predstavili pregled literature na določeno
subject, conduct group project and report on
temo, izvedli skupinski projekt in poročali o
them. The final project will be a mini-study
njem. Študenti bodo v okviru zaključnega
involving curriculum design and assessment.
projekta izvedli mini študijo s področja razvoja
kurikula in preverjanja znanja.
Delež (v %) /
Načini ocenjevanja:
Weight (in %) Assessment:
 Aktivna udeležba na predavanjih.
30%
 Active participation in class work,
 Domače naloge: povzetki domačega
30%
 Homework: : reading summaries
branja vključno s pregledom
including literature review and
literature ter refleksijo.
reflections.
 Skupinski projekt: skupina predlaga
20%
 Group project. The students working
poučevalski pristop, ki temelji na
in groups will come up with a
izsledkih raziskav in se nanaša na
research-based instructional
področje različnih reprezentacij ter
intervention in the area of multiple
ga preizkusi s kolegi v razredu.
representations and try it with peers
 Zaključni projekt: študenti v
20%
in class.
skupinah po 2 ali 3, rešujejo mini
 Capstone project. The course ends
raziskovalni projekt, pri čemer
with students working in groups of 2uporabijo izsledke raziskav. Projekt
3 on a capstone project that uses the
se mora nanašati na področje
findings of physics education
laboratorijskega dela s poskusi in
research in the area of laboratory
mora vključevati uporabo tabel za
experiments with the use
samo-ocenjevanje.
Passed / not passed (according to the
Opravil / ni opravil (ob upoštevanju
Statute of UL)
Statuta UL in fakultetnih pravil).
Reference nosilca / Lecturer's references:
1.
2.
3.
4.
Poklinek Čančula, M., Planinšič G., Etkina E., 2015. Analyzing patterns in experts’ approaches to solving
experimental problems, American journal of physics. 83 (4), 366-374.
PLANINŠIČ, G., GREGORČIČ, B., ETKINA, E., 2014. Learning and teaching with a computer scanner. Physics
Education, 49(5), p586-595.
PLANINŠIČ, G., ETKINA, E., 2014. Light-emitting diodes : a hidden treasure. The Physics teacher, 52(2), p9499.
ETKINA, E., PLANINŠIČ, G., VOLLMER, M., 2013. A simple optics experiment to engage students in scientific
inquiry. American journal of physics, 81 (11), p815-822.
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5.
PLANINŠIČ, G., GOJKOŠEK, M. 2011, Prism foil from an LCD monitor as a tool for teaching introductory optic.
European journal of physics, 32(2), p601-613.
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