For some months, I've been elaborating some didactic exercises for physics teaching (basic & high school levels). In general, I use a lot of illustrations, sentences and figures to complete with expressions and labels, multiple choice, to put in sequence, to paint, to resume information in tables and graphics. What kind of aspects of the learning process should I consider to improve my exercises?
Do you teach graduate or undergraduate students? You can pobably improve the exercise outcome, if you would include some interactive lessons for example seminars with practice orientated contents.
Actually at the moment only to high school students. I used your recommended method during my Trainee Professorship in the Uni. I tried it already in the high school but the students still don' t have a high independence level for it. For that reason I am developing some new activities that they can understand the basic topics.
First aim is to keep the students interested and motivated. If it is appropriate, I include in my own lessons I include little movie clips which can explain things sometimes with a higher plasticity and help to understand functional interactions much easier.
As an inventor, I suggest you let your students imagine, create and the test what has never been done before. Along the way they will get to know and appreciate laws of physics that they otherwise would never have, and how they can be manipulated to their and the world's advantage.
https://www.dropbox.com/s/evujeyxte49kg1v/raintestfinal.wmv?dl=0
Hi, again, Jair!
I think I'll go through our last conversation to try to help you with this question now.
Our "kids" are already "high tech people"... So I go strait to tech tools to try to improve their learning. Some suggestions:
1. Consider the use of "Moodle" platform to build "lessons" and exercises. It's use is quite intuitive, since it looks like an ordinary website. I use it a lot with my undergraduate students. I built many tasks through Moodle environment and my students appreciated a lot.
2. Survey the students before building lessons and exercises. Try to discover their real knowledge level. Moodle is also a nice tool to do it. Take a look at my paper (in portuguese) "Observação do letramento do ensino superior". It may help you to understand my point of view.
3. I'm also starting to build with my students some "learning objects" (yes, they are part of the creation process). Take a look at our first prototipe in: http://engenharia.unipinhal.edu.br/ondas/transversais/transversais.html (it is in portuguese).
Um forte abraço!
Tarcísio.
Video gaming can be a way for students to understand physics. If you have access to a computer lab, I may suggest 2 games that were elaborated at my University: the Space fart game (http://spacefart.labmecas.uqam.ca/index.php?GO=accueil) and Mecanika (http://www.mecanika.ca). Both help students understand movements, kinematics and dynamics in a qualitative way. Have fun!
Hola jair !!
Disculpa que voy a contestar en castellano porque me parece que si realizo la traduccion a ingles no se va a entender la respuesta.
Primero me parece que hay que preguntarse ¿cómo aprenden los alumnos de secundaria? y esta respuesta es diferente segun sea tus objetivos de enseñanza es decir para que enseñarles fisica. Si tenemos en cuenta esto la explicacion teorica viene de la didactica de las Ciencias naturales y no tanto de la disciplina especifica.
Que quiero decir que tenes que revisar tu modelo de enseñanza realmente si queres cambiar el rumbo de la clase y el aprendizaje de los alumnos , no se trata de cambiar los ejercicios solamente. Ellos tendrían que protagonizar la clase y realizar actividades que los desafien cognitivamente, donde esten mas activos si queres lograr la autonomia o que realmente aprendan significativamente los modelos de la fisica que queres enseñar. Que puedan aplicar los concocimientos de fisica en nuevas y mas complejas situaciones.
Bueno si te interesa profundizar en el marco teorico construido por la Didáctica de las Ciencias en los ultimos 30 años podemos seguir compartiendo ideas para mejorar las clases! y en definitiva la enseñanza de la fisica (aunque mi mayor experiencia sea en la enseñanza de la biología)
saludos!
Pamela
You probably should include interactive lessons based in real-life problems, embedded in daily situations dealing with simple physics concepts related to personal, community or global interests.
Hi, Jair
There is a large number of considerations . Some fit to one lesson whereas other fits to other lessons. i think that thereare some common exercises like intyeractiveness, making students keen observers, using advance organizers strategies, employing psychomotor skills, giving projects like making working Models , using learning objects, simulations, Augmented reality, virtual reality etc.
while teaching pressure we can quote " why athletes wear Spikes" and what will happen if gravity of earth disturbs , etc
Application of aspects should have psychological and philosophical linkage with each other. if your illustration have some intertest for the students ,only then learning may be effective. so make your students your partener . in this way they will own the situation and take mor interest etc.
thanks.
AM QAMAR
AIOU.
Realmente não se obteve que os estudantes sejam reflexivos nas resposta, a pensar de forma crítica, divergente e criadora, que meditem a respeito de suas possibilidades reais ou não para o êxito em sua aprendizagem e que se autoevaluacion em cada fase ou etapa de seu acionar, na necessidade de contribuir ao desenvolvimento de seu metacognición.
A orientação para o estudo independente se centra basicamente nos textos da disciplina, trabalho com os materiais digitalizados nos CD`s das diferentes disciplinas, e em menos ocasione com outros materiais entregues pelos docentes.
faz-se necessário treinar ao estudante na atividade de procurar independentemente a solução de cada tarefa proposta pelo professor, para que reconheça quais são seus enganos e as causas que os originam como uma etapa muito importante no processo de aprendizagem, que considere além disso, como reorientar-se para emendá-los.
Isto nos conduz, a refletir sobre quais são os níveis de orientação para as tarefas docentes e se estão configuradas como necessidades, motivos e interesses dos sujeitos para que aprendem.
Realmente no se ha logrado que los estudiantes sean reflexivos en las respuesta, a pensar de forma crítica, divergente y creadora, que mediten sobre sus posibilidades reales o no para el éxito en su aprendizaje y que se autoevalúen en cada fase o etapa de su accionar, en la necesidad de contribuir al desarrollo de su metacognición.
La orientación para el estudio independiente se centra básicamente en los textos de la asignatura, trabajo con los materiales digitalizados en los CD`s de las diferentes asignaturas, y en menos ocasiones con otros materiales entregados por los docentes.
Se hace necesario entrenar al estudiante en la actividad de buscar independientemente la solución de cada tarea propuesta por el profesor, para que reconozca cuáles son sus errores y las causas que los originan como una etapa muy importante en el proceso de aprendizaje, que considere además, cómo reorientarse para enmendarlos.
Esto nos conduce, a reflexionar sobre cuáles son los niveles de orientación hacia las tareas docentes y si están configuradas como necesidades, motivos e intereses de los sujetos para que aprenden.
Jair, I am physics teacher since 2003. In my short experience and added with some documents and papers, I learned that the students like and apreciate more when the activities and problems approach about Real situations for them. The word is "contextualization". You should search about the pupils' life, what they watch, how they get around. Use the Real situations and your learning will be more efective. The greats international evaluations (Pisa, timss, Enem (Brazil)) evaluate this in their contents. You make your teaching materials atractive and prepare your students to demands from the modern world.
I think that one of the most important things in to consider to consider in the elaboration of some didactic exercises for physics teaching, is to consider the individuals diference between the students in the classroom.
Gardner shown us in his Intelligence multiple Theory, that students learn in ways that are identifiably distinctive. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." It's explain us that learning's styles depend of the personal diference between the students.
Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."
The principle of individual differences means that every pupil has different interests, attitudes, capacities, abilities and needs. In corresponde with this individual differences of the pupils the teachers should perform the teaching task.
The teacher should analyse carefully the learning activities related to the contents. Its reasons is that the success or the failure of the lesson depend upon the task analysis.
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