Physics specialized didactics or "science education" finds take up to 90% of professional continuing education for physics teachers.
But important results are out of the picture, in my opinions, by bad choice.
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For examples the "design, teaching approaches, and assessment approaches alignment" as suggested by Biggs, is a strong tool that could revitalize the unimpressive learning outcomes stricken field of science education if taken more seriously.
Dear friend Philippos Afxentiou
Well, you Philippos Afxentiou know, it's a bit baffling, isn't it? The Higgs alignment principle and other general didactics principles are like the unsung heroes of the education realm. Physics educators sometimes seem to have this bizarre tendency to sideline these principles. It's almost like they're stuck in the past, resisting change and innovation.
I mean, come on, up to 90% of professional continuing education is dedicated to physics specialized didactics, but it's like they're missing the forest for the trees. The Biggs approach, with its emphasis on aligning design, teaching methods, and assessment, is a game-changer. It's the secret sauce that could breathe life into the somewhat lackluster outcomes in science education.
It's high time we break free from the old shackles and embrace these principles with open arms. Maybe some educators just need a nudge in the right direction, a wake-up call to recognize the untapped potential of these didactics principles. Let's hope they wise up and give these approaches the attention they truly deserve. After all, it's about shaping the minds of the future, and we can't afford to be stuck in the past.
Mr Kaushik Shandilya,
I' m glad we agree. As you smartly point out,
"Come on, up to 90% of professional continuing education is dedicated to physics specialized didactics, but it's like they're missing the forest for the tree".
This is sad to say the least.
Mr Kaushik Shandilya,
Biggs constructive alignment principle as its called is the 3nd law of dynamics in didactics, yet physicists ignored it.
This is done for 3 reasons
** allergybto to anything social in nature i.e this law is social science heavy. Ocymotonnis that (Keep in mind) science is and progresses via social enterprise i.e scientists debate, disagree, agree and share opinions
** physists consider their method the superiority that would soon or later be borroeed in other sciences or even believe everything is physics (extreme physical is) so they want to give didactics a physics flavor angle i.e operationalism in aims (use words that have technical connotations like define,evaluate, prove) and avoid normal language because physics is not based on typicalnlogic and causual language is a barrier to exploration and high cognitive discoveries /expositions
** overemhasizing on the merits of specialized didactics because its a strategy and physics is a strategy (Cartwright). Specialized didactics i.e specialized for each discipline is a fine aim but one should not prejudices general didactics which convey the basic principles like Biggs
**