ABSTRACT

This work reports a classroom experience of a general physics course designed to foster also the initiation of preservice mathematics and biology teachers to physics pedagogical content knowledge. To modify the conceptions that these students have about teaching and learning, the course was taught using different active learning instructional strategies, making at the same time students explicitly aware of their names, objectives, and main characteristics. Degree of knowledge and value of specific active learning activities by these students were measured with three opinion surveys answered by students at the same time they took the three written exams necessary to pass the course. Learning of physics principles was monitored by pre and post instruction application of a general physics multiple-choice test. Results indicate that these students were not only able to identify all teaching strategies but that they value them very highly, with more than 80% of the answers distributed in the two highest rating categories. Opinion and value of the small group work were also very high, increasing with time along the course. When asked to sketch a plan to teach 11th-grade students a physics topic covered in that part of the course, almost all participants proposed to use active learning activities as well as different information and communication technologies. It was also found that conceptual learning of the physics subjects covered in this course was quite satisfactory with high normalized gains, characteristics of active learning instruction. Further work is suggested to confirm these results with appropriate experiments.

摘要

这项工作报告了普通物理课程的课堂体验，旨在促进职前数学和生物教师对物理教学内容知识的启蒙。为了改变这些学生对教学和学习的观念，该课程采用不同的主动学习教学策略进行教学，同时让学生清楚地了解他们的姓名、目标和主要特征。这些学生的知识程度和具体主动学习活动的价值是通过学生在参加通过课程所需的三项笔试的同时回答的三份意见调查来衡量的。物理原理的学习通过一般物理多项选择测试的前后教学应用进行监控。结果表明，这些学生不仅能够识别所有的教学策略，而且非常重视它们，超过 80% 的答案分布在两个评分最高的类别中。小组工作的意见和价值也很高，随着时间的推移而增加。当被要求为 11 年级学生制定该部分课程所涵盖的物理主题的计划时，几乎所有参与者都建议使用主动学习活动以及不同的信息和通信技术。还发现本课程所涵盖的物理科目的概念学习相当令人满意，具有较高的归一化收益，具有主动学习教学的特点。建议进一步开展工作以通过适当的实验确认这些结果。