Hi Mostly experimental method and discovery method or with a mix of lecture method. But it depend on the topic as well as the grade of student if it is related to school curriculum.

I agree with previous replies. I guess this question is the whole point why science education field exists.

Overall, there are plenty of approaches. Depending on the teacher and the context (learners' background, age, school infrastructure, curriculum) it is up to you to plan and decide which ones fit better.

By making students "feel Physics", instead of "cram Physics", we could develop new method of teaching Physics. Audio-visual multimedia would constitute an addition to it.

Physics is different from all other courses. To understand any phenomenon, students need lab. to do experiments, mathematics for modeling, in addition to cmmon sense to feel results. So, its important to ask a question: are the Students qualifying mentally & psychologically to study physics? If the answer NO, any instruction methods such as problem solving, inquiry, learning cycle (5Es, 7Es), ....etc. will not be efficient.

Regards,,

There probably isn't a 'best way' to teach anything. Everything depends on the context, the teacher and the students. There must obviously be a difference between teaching physics, or any other subject, armed only with a blackboard, and teaching your subject armed with all the latest technology.

Teaching-styles and learners have to be matched. Things like the British National Curriculum which force teachers to teach in a certain way have nothing to do with real education. They merely force compliance from teachers, and, in the student, an ability to pass tests without being educated in the broadest sense.

You have only to see how subjects were taught 50 years ago and the way in which they are taught today to see that there is no 'best way'. 'The best way' 50 years ago was the way recoommended at the time. Now it just looks outdated. Today's 'best way' will also soon be outdated. No, match your teaching to your students and their physical and social circumstances.

Thanks for illuminations.

The question to me must be more specific as to age Group of learners

the best method is to expose the students to science Meuseum where concepts can be experienced

Teachers' most important role in teaching physics is to give students the motive to think and learn by themselves either experimentally or theoretically.

'Transformation' is a rule that govern real aspects hence 'Physics' is study of mechanics and mechanism of materialism at large

Lord Krishna, Law of Karma, Galellio, Newton, Einstein predicted matter or 'ism' of matter in a unique direction for betterment of people at large

A story-based, incident-based and visualization-centric method has always been more productive than anything else. Any physical model could be visualized with involved students as model constituents. For example, oscillators, wave packet models, etc. Thus, visualization is a must.

We have now enough inputs on the best method of teaching physics. It is now clear that modern audiovideo technology (for feeling physics) contributes a lot to make the physics teachingology an effective one. Let us now change the questioning frame of reference in the same context.

When and how do you learn physics the most, irrespective of age groups? What is the most powerful method causing the best learning of physics to you?

I would recommend project-based learning as a teaching-learning method; It would approach the subject from a practical point of view. Regarding the methodology Research methods privilege experimental, quantitative, empirical and exploratory, it would awaken in the student scientific curiosity; limit, as much as possible the documentary and theoretical, because they would only learn concepts without practicing them

When I was directing the Portland Public Schools science curriculum, my secondary leadership team dealt with this problem. Since a foundation in understanding the concepts in physics, we used Hewett's concept physics at a Freshman level and it worked very well. For those who were going on to a career in science, they took two more physics courses in their Jr. & Senior year. Experimentation is the best method with experiential application. It's a problem I have with the "new" wave of STEM, all I see in the younger age level are students building models with little or no data collection, analysis, or calculation.

Case studies related teaching really helped me a lot in understanding physics; therefore, I think teaching physics can easily be related to solving problem one could find in the enviroment.

I think teachers should focus on students learning how to do physics as, as Feynman says "no one really understand physics"

Following....

May I recommend a teaching tool to keep in your tool box? It has profoundly changed my teaching even outside of the tool itself: Guided Socratic Inquiry. For a general education population consider the text Physics by Inquiry by McDermott et al. It is also a good way to get acquainted with the process.

For an engineering/science course, or perhaps the pre-medical profession course with more scaffolding, consider the Tutorials in Introductory Physics, by McDermott, Schaffer (same folk).

These are all from the heritage of the excellent observations of Arnold Aarons works, one of which is A Guide to Introductory Physics Teaching

Let me cite the introduction of the latter.

"Finally I point to the following unwelcome truth: much as we might dislike the implications, research is showing that didactic exposition of abstract ideas and lines of reasoning (however engaging and lucid we might try to make them) to passive listeners yields pathetically thin results in learning and understanding - except in the very small percentage of students who are specially gifted in the field.

By employing audiovisual demonstrative skills

There are so many directions to take in joining in this important conversation. First, it is terrific that we are concerned about how to teach in a way that is beneficial for our learners. Second, what does our extensive pedagogical research base have to say on it that we may find useful? My take is that a recommended effective strategy is to avoid detailed and long lectures and focus on problem-based, everyday application of physics that is conceptually, even historically based. Goal is to enhance student engagement and maintain that throughout! As we RGers well know, coming to gain a better understanding of physics is one of the joys of an informed life and instructors/teachers play an essential role.

I think teaching physics can easily be related to solving problem one could find in the environment.

Physics is "Natural philosophy, Natural science". So, the "best" way to teach physics comes from the "best" respect to be offered to Nature, despite all unnatural disorders.

I do not how things are ,in your geographical setting but in my context this is one of the dreaded subjects.So the best way i taught it was to demistfy the subject and make students appreciate that physics is around and very fun.

Passionate, I tell students that most physics is easy, and they know that part already just by living. So we have to content ourselves with the hard parts in class. The hard parts are fascinating because they are counter intuitive.

I have begun most classes by reviewing Piaget's hierarchy of abstraction with them using examples. I explain that the highest level is supposed to be the hallmark of a college education. We are going to scaffold them reaching it. Therefore we will be dealing with complex problems, and representing them algebraically.

Then I talk about the growth mindset: All new things are hard at first, and that is normal. The brain is like a muscle which grows in ability as we use it. It is not a fixed resource.

I never tell students it's easy as then if they don't understand it they feel they're ignorant. Biggest problem I see in Physics is trying to conquer the math before the concept.

In my view if someone throws a ball or rock, they have an intuitive physical model of physics. Just living provides most of us with that.

Describing that in Math is one of the harder abstractions. Too, sometimes our model is adequate for throwing the ball, but down deeper, it is wrong. Changing our model- our thinking to a more correct way is fundamentally hard. However changing our model is the essence of science. Each of us will experience different errors in thinking, so we need to be patient with ourselves and others.

Some of the deepest errors in thinking were beliefs held by, and given voice to, by one of the greatest minds in the past several thousand years. They are natural beliefs, and are hard to change. His name was Aristotle.

As a teacher, I have learned to surrender my Aristotelian beliefs. That is easy for me now. But as a teacher, the really hard questions are how to help others overcome these incorrect ideas. That is a truly challenging task. And I share this with my students, with an invitation to contribute to my, and our understanding in this difficult area as they experience it themselves. People are hard, but they are interesting. And we all come equipped with our own personal copy with which to experiment.

So in class it is OK to hold mistake beliefs, to study them, to talk about them and how to resolve them. If we can talk about them, we can improve.

In continuation, it may be added that it is Physics which creates "life" in the Universe. In other words, we are "alive" because of "cellular plasma activities" in our bodies; and, so forth.

References

[1] M. Uehara and K. K. Sakane, “Physics and Biology: Bio-plasma physics”, Am. J. Phys., vol. 68 (5), pp. 450-455, 2000.

[2] D. Andelman, “Electrostatic properties of membranes: The Poisson-Boltzmann theory”, Chapter 12, Handbook of Biological Physics, edited by R. Liposky and E. Sackmann, vol. 1, pp. 603-641 (Elsevier Science B. V. 1995).

[3] http://adsabs.harvard.edu/abs/2002APS..OSF.1P017G.

Dear\ Oreci Escobar Da Silva

I think you can teach physics by using augmented reality / Virtual Reality

pls read this article :-

• Conference Paper Euclidean Vectors in Physics Education Using Augmented Reality

• Article Augmented Reality in Education and Training

• Augmented Reality, Virtual Reality, and Computer Graphicshttps://www.springer.com/gp/book/9783319952697
• Development of Practical Tasks in Physics with Elements of Augmented Reality for Secondary Educational Institutionshttps://link.springer.com/10.1007/978-3-319-95270-3_34

Good luck

One of the best way is to start with specific experiments (whenever possible) followed by theory

Let me agree with several who suggest that we start with the phenomenon, and then seek to describe it. I particularly like to start with Tutorials in Introductory Physics activities. These are hands-on, brains-on activities which set really high standards of independent thought, rather than just finding the right formula. When this standard is set, lectures are more apt to encourage conversation rather than copying formulas.

They are strongly guided Socratic inquiry activities, backed up by perhaps 15 to 30 years research, in most cases. Starting with the work of Arnold Aarons, and going through the work of Lillian McDermott, Peter Schaffer, and Paula Heron. They graciously let me attend one of their summer in-service courses as a guest to learn how to use this sort of tool.

I am always amazed at how sometimes a brain-dead question on my part engages students. It is almost always a bad idea to dispense right answers. So it should actually kind of dangerous to say something like,

"What would you say if someone said, (and then give the right answer)," but strangely it really works well many times - to my surprise.

good luck

I am always amazed at how sometimes a brain-dead question on my part engages students. It is almost always a bad idea to dispense right answers. So it should actually kind of dangerous to say something like,

"What would you say if someone said, (and then give the right answer),"

but strangely it really works well many times - to my surprise.

Of course for this to work you need to be known as one who gives cases which are wrong also.

Jean- Pierre, experiments are a great starting point. However the rather canned ones I grew up with fall short of engaging a lot of thought. Good ones, focusing on the thinking can be very good.

Dear Oreci Escobar Da Silva

Our take on today's higher education:

good S_Beatrice_Ewalds-Kvist

In my mind, first of all the requirements is the old say (To teach is to touch soul). So the first thing to think about is to make things nice, easy and "funny!" to the audiences. Physics is naturally difficult science and has its own complexity. So make things easy to absorbed by spreading the ideas in funny way.

The second way I would think about is the interactive media. Be ready as much as you can, prepare all the necessary stuff with objects, videos and all other related materials that convert the hard logical abstracts into sensible objects that the students can better understand.

Keep practicing, improve your knowledge always and be always up to date with the everyday advancing in the field.

I hope these tips will help you reach you goals.

All the best!

Dr. Ra'id

The mission and vision are to be ameliorated constructively. The old mission, "learn Physics", is now obsolete. Instead, the new mission, "feel Physics", is to be started. It should go through both experiential and experimental temperaments of mindsetups conjointly.

When I was the science curriculum director for Portland Public Schools, I actually got the science departments to teach Hewetts, “Conceptual Physics to freshmen” instead of a repeat of physical science they flunked in jr. high. Take the math out of physics and people understand it. By the way, college bound took the regular course in their Jr. Year. If we only focus on the high riders, we end up with a society like today with even the leaders totally ignorant of science.

Steve Carlson , I actually find an interesting . . .( correlary?). When the concepts make sense, the math simply expresses what they already understand, so most students do not find it too difficult.

If they have an appropriate math background and aptitude! Please read what I said again.

Its teaching should be via an audiovisual naturalistic mode thereby making the teaching class and the taught class to feel Physics by heart.

Steve Carlson It may indeed be that I start with a self-selected group, being that we are in college. Though my university has essentially an open door policy with respect to academic ability. Peruse my tale and see how I am distracting myself.

I teach a GE science course in which very, very few of the 60 students enrolled have troubles with the math. . . .Though many do fear the math initially. That fear is typically my greatest hurdle. The course is popular enough that I and the rest of the teaching team cannot offer enough sections to meet the demand.

The course, "Light, Sound, and Perception," has no formal math prerequisite, though we do logs to solve for sound intensity levels. The course is about us, covering the physics, biology, and psychology of light, sound, and perception.

My ice-breaker on the first day seems to relax them considerably about the math. It is to solve five Fermi Problems in small groups, and invent and solve one of their own.

I first model how to solve the Fermi Problem, "How many times does a tire go around in a mile?" My purpose is to model how little attention goes to the math, and how much attention goes to the fun and creativity of addressing the question.

Then they answer questions like,

"How much does the grocery store nearest campus gross from students each week? (They will deliver groceries for a small fee.)

How tall would the stack be of all the tests offered at the testing center in a year?

How many heartbeats will your heart likely last in your lifetime?

...and invent and answer one of their own.

At the end of their exercise I expect them to float around the room, and "publish" their "research" with their peers to see if their answers are within an order of magnitude of their own. And if not, what assumptions did they make which account for the difference. They are free to change their answers at this point, though they rarely ever do.

Take a look at the CC-STATUS software program.

Physics teaching should follow an art of drawing sufficient conclusions from insufficient premises

this question took me back to higher school days: i depended on the ability of teacher on how to convenience students to focus and how to draw their attention and to take them in an imaginary trip of some that is physic land that be seen and touched.

if i were a teacher or institute i will teach physics in labs with a real experiments and student centered teaching