I was recently watching a lecture on EM (lesson on E fields from sources with density λ) at a US university. (As a masters holders on general pedsgory&learning, something rare for a physics background, i think I can have an opinion.)
Things that impressed me.
** accuracy, linear logic and causal progression, clarity, simplicity.
** he pointed on magic word i.e keywords, which helps student focus and he thereby centered his lesson i.e it was not unrelated parts
** elements of the lesson reolicated standard physics skills practices such as identifying symmetry, taking limit fsctors for derived expressions, step by step construction of differentials and integration
**he dramstized lesson i.e unexpected simplifications or cool /fancy results
Things that didn't.
** he assumed students are familiar with polar coordinates
** he started with an expressions of coulimb's law& E fields definition without reasoningbits origins (maybe previews class?), so many students were lost
** he used a very plain pedagogical plan: develop a few laws in previews lesson and do applications of them, in volume, thinking students will get dragged into the bottom line physics.
** the importance of the main skill, finding exact expressions for E fields, was soaring in the levels of mandatory with no hint to possibilities knowing it opens, novelty it enables, so to motivate them to endorse the skill
I know teaching physics is not an easy task and maybe each teachers can master a few facets of it but not all. This teacher passed the minimum for me. But overall, his ommisions, if they reflect the general situation, show that students could be learning more if they were absent and that we should sdmit fault and revamp the field.
*application-wise skills development is important in higher level physics compared with lower level and in larger %. This calls for more (law related) application time.
However, application skills are not independent of robust conceptual background construction, general knowledge in the subtopic i.e they benefit from the earlier
General pedagogy is often ommited becsuse other higher level physics teaching demands, like in all domain, focuses more on synthesis, situation (science-backed) judgement as well which are too demanding so they steal the justified share from those elements I found missing (focus on general. Pedagogy and principles such as student motivation mansgement and more clear focus on more realist stages/milestones of learning , more knowledge) . However, these contribute to all the later and thus reduced share is not the best strategy
Para incubar aprendizajes en una materia teorico/practica como la fisica se requieren dos elementos. 1. que el estudiante tenga una base adecuada de dicha asignatura en la educacion pre universitaria y 2. que el docente que imparta dicha asignatura en la universidad tengas las mejores herramientas pedagogicas para despertar interes en los estudiantes hacia dicha asignatura
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