DIDACTICS OF PHYSICS
| Title | ΔΙΔΑΚΤΙΚΗ ΤΗΣ ΦΥΣΙΚΗΣ / DIDACTICS OF PHYSICS |
| Code | ΕΠΜ60 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Aristotelis Gkiolmas |
| Common | Yes |
| Status | Active |
| Course ID | 600024077 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs Merikīs Foítīsīs (2026-sīmera)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 3 | 2 | 5 |
Programme of Study: PPS Tmīmatos Dīmotikīs Ekpaídeusīs (2024-sīmera)
Registered students: 5
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | 3 | 2 | 5 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600278159
|
Course Type 2021
General Foundation
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600278159
- At the Website of the School: https://www.eled.auth.gr/studies/undergraduate/undergraduate-study-guide/
- eLearning: https://elearning.auth.gr/course/view.php?id=17954
Language of Instruction
- Greek (Instruction, Examination)
Prerequisites
General Prerequisites
Elementary knowledge of Physics and elementary knowledge of sciences of Pedagogy.
Learning Outcomes
Within the context of this course, it is aimed that the students:
- Are capable of formulating th have existed in the Didactics of Physics, as well as in the
Didactics of Science, in general.
- Perceive the basic interrelations between the Philosophy of Physics as a science and the
teaching of Physics.
- Know the basic epistemological principles, as well as the procedures, which are related
to the “Didactic Transform”: from the scientific knowledge into the school knowledge.
- Possess knowledge of the, so called, “Three-Dimensions Model” in the Didactics of
Physics.
- Conceptualise the role of the experiments.
- Have conceptualised the basic axes of the STS Model (“Science - Technology - Society”).
- Comprehend the relation between Critical Education and Physics’ Education.
- Have a clear image of the terms: “Aims of the instruction”, “Teaching Objectives”, “Teaching Scenario”, “Lesson Plan”, “Instructional Means”, “Worksheet” and “Teaching Intervention”, as regards the teaching of Physics.
- Are able, in a practical level (with aid of specific Workshops organised in groups), to formulate and realise a teaching scenario, on a unit of Physics, among the ones taught at Primary School.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Make decisions
- Work autonomously
- Work in teams
- Work in an interdisciplinary team
- Design and manage projects
- Appreciate diversity and multiculturality
- Respect natural environment
- Demonstrate social, professional and ethical commitment and sensitivity to gender issues
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
During the lectures / meetings, within the framework of the course, within the timeline of the
semester, the following topics are taught /discussed:
- The necessity and the historic course of the Didactics of Physics until nowadays.
- What “science” is, what Physics as a science is and the main historical trends in the Philosophy of Science. The scientific “method”, as regards Physics.
- Basic elements of the theories of learning and of the human’s cognitive development.
- The scientific knowledge and the school knowledge in Physics, as well as the “Didactic Transform” from the one to the other.
- The “scientific model” in the teaching of Physics. “Constructivism” in the teaching of Science. The pre-instructional (alternative) ideas of children. Examples.
- The main principles and the variations of “Inquiry-Based-Learning” (IBL). The “5E-Model”, and its application in the teaching of Physics.
- The role of the experiment and the role of models in the teaching of Physics. “Teaching Scenario”, “Worksheet”, “Teaching Objectives” and other basic terms / concepts in the Didactic of Physics.
- The “Three-Dimensions Model” and the Didactics of Physics.
- The role of History and Philosophy of Physics in the teaching of Physics. Examples from the
teaching Praxis.
- The instruction about the “Nature of Science” (NoS), within the context of teaching Physics.
- Teaching of Physics within the framework of the Programme “Science-Technology-Society”
(STS).
- Critical Education and the Teaching of Physics.
- Basic principles of STEM Education and its relation to the teaching of Physics at Primary School.
- Introduction to the Project method as a tool for teaching Physics
- At a “laboratory/workshop” level:
Within this course, Workshops are conducted, where groups of students present specific
didactic scenarios, as well as the corresponding Worksheets, concerning the instruction on
specific topics/units of Physics, among the syllabus of Primary School. Certain teaching
objectives have to be chosen and presented, as well as the evaluation of their achievement.
The scenarios are discussed in the plenary session of the students, and feedback is provided.
Keywords
Didactics, Physics
Educational Material Types
- Notes
- Slide presentations
- Audio
- Multimedia
- Book
- Laboratory Equipment
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
- Use of ICT in Student Assessment
Description
- ICT's are used during the lectures and during the presentations of the students' works in the plenary session
- There is an electronic class (virtual class, e-learning) of the topic, where textual and hypermedia material are uploaded
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | ✓ | |||
| Laboratory Work | 27 | ✓ | |||
| Reading Assigment | 41 | ✓ | ✓ | ||
| Written assigments | 40 | ||||
| Exams | 3 | ||||
| Total | 150 |
Student Assessment
Description
A. With a written exam, at the end of the semester (70% of the grade)
B. From the teaching scenario, which the students build in groups, they present it at the plenary
session, and deliver it to the professor (30% of the grade).
Student Assessment methods
- Written Exam with Extended Answer Questions (Summative)
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
- Κώστας Σκορδούλης, Κωνσταντίνα Στεφανίδου (2021). Διδακτική Μεθοδολογία των Φυσικών Επιστημών.
Εκδόσεις : Προπομπός.
- Ανδρέας Ιωάννου Κασσέτας. (2021) Οι έννοιες της Φυσικής και η Διδασκαλία τους.
Εκδόσεις: Δίαυλος Α.Ε.
Additional bibliography for study
- Arnold Arons (1992). Οδηγός Διδασκαλίας της Φυσικής.
Εκδόσεις Τροχαλία.
- Paul Hewitt (2005). Οι Έννοιες της Φυσικής.
Εκδόσεις: Ίδρυμα Τεχνολογίας & Έρευνας - Πανεπιστημιακές Εκδοσεισ Κρήτης.
- Κρυσταλλία Χαλκιά (2012). Διδάσκοντας Φυσικές Επιστήμες.
Εκδόσεις Πατάκη.
- Ανδρέας Κασσέτας (2000). Το μακρόν Φυσική προ του βραχέως Διδάσκω.
Εκδόσεις Σαββάλα.
- Hans Ernst Fischer (Editor), Raimund Girwidz (Editor) (2023). Physics
Education (Challenges in Physics Education). Εκδόσεις: Springer.
- Jose Mestre, Jennifer Docktor (2020). The Science Of Learning Physics:
Cognitive Strategies For Improving Instruction. Εκδόσεις: WSPC.
Last Update
29-08-2024
