Learning outcomes

3° Competencies of the organizer and facilitator of learning within an evolving dynamic.

3.a. Master the disciplinary content, its epistemological foundations, its scientific and technological evolution, its didactics, and the methodology of its teaching;

4° Competencies of the reflective practitioner.

4.a. Critically read the results of scientific research in education and didactics, draw inspiration from them for teaching practice, and rely on various disciplines of the human sciences to analyze and act in professional situations;

Goals

At the end of the course unit, the student will be able to:


  • Critically analyze physics curricula and reference frameworks in secondary education (including the common core);
  • Identify the key issues of these curricula (values, short-, medium- and long-term objectives, links with higher education, links with other disciplines);
  • Design learning sequences (including lesson planning, as well as the research and selection of resources adapted to specific constraints);
  • Implement and critically evaluate teaching–learning approaches to physics drawn from textbooks or other sources;
  • Identify the main difficulties encountered by students in learning physics and propose appropriate didactical solutions;
  • Analyze evidence of physics teaching practices in secondary schools (e.g. through video analysis);
  • Apply the concepts and theoretical frameworks introduced in the course unit Introduction to Didactics;
  • Design didactical differentiation strategies appropriate for the learning of physics;
  • Develop assessment tools for student learning in physics.


Content

Definition of the discipline physics and its place within the natural sciences;

Exploration of physics/science curricula and reference frameworks in secondary education in the FWB (Wallonia-Brussels Federation), including the common core;

Analysis of challenging concepts to teach and presentation of appropriate didactical approaches;

Identification of students’ spontaneous conceptions;

Experimental approaches to the teaching of physics;

Assessment of learning in physics;

Didactical study of waves: simple harmonic motion, characteristics of waves, wave equations, wave phenomena;

Didactical study of electromagnetism: magnets, magnetic field, magnetic force, electromagnetic induction;

Didactical study of Universal Gravitation: models of the universe, Kepler’s laws, Newton’s law of gravitation;

Didactical study of kinematics: rectilinear and circular motion, Galilean principle of relativity, analytical and graphical study;

Didactical study of modern physics: nuclear physics, principles of quantum physics, mass–energy relationship.

Exercices

"Physics is something one also learns with the hands" (Prof. Michel Crucifix).

One of the most important activities to trigger the process of conceptualization in physics is the manipulation of small devices that highlight the behavior of physical quantities. This does not refer to laboratory experiments (which are also an essential activity), but rather to interacting with demonstrations built from simple materials available in everyday life.

Thus, the exercise-type activities in this course will be oriented towards the design and construction of devices that enable small-scale classroom demonstrations, as well as the production of a basic written document intended to guide their optimal implementation.

Teaching methods

The preferred approach will alternate between theory and practice. To achieve this, connections will be made with real-life situations from the third stage of secondary education. Active discussion of learning situations, evaluation of didactical tools (both physical and digital), and reflection on teaching approaches used around the world are among the most important strategies for the development of our course.


Lectures

Group discussions

Workshops for the production of didactical equipment

Group work


Attendance is required.

Assessment method

Oral exam: 50% of the total grade

Didactics assignment: 20% of the total grade

Subject test: 10% of the total grade

Practical work: 20% of the total grade

Sources, references and any support material

Astoli, J-P; Develay, M. (2017), Didactique des sciences. Paris: PUF. 

Ben-Dov, Y. (1995), Invitation à la physique. Paris: Sueil. 

Cosnefroy, L. (2011), L'apprentissage autorégulé. Grenoble : PUG. 

Einstein, A.; Infeld, L. (1983), L'évolution des idées en physique. Paris: Flamarion. 

Fourez, G. (1994), Alphabétisation scientifique et technique: essai sur les finalités de l'enseignement des sciences. Bruxelles : De Boeck. 

Hewitt, P. (2020), Physique Conceptuelle. Bruxelles : De Boeck Supérieur. 

Maingain, A.; Dufour, B. (2002), Approches didactiques de l'interdisciplinarité. Bruxelles : De Boeck. 

Viennot, L. (1996), Raisonner en physique. Bruxelles : De Boeck. 

PhET : disponible sur https://phet.colorado.edu/ 

Language of instruction

French
Training Study programme Block Credits Mandatory
Master of Education, Section 4: Physics Standard 0 6
Master of Education, Section 4: Physics Standard 2 6