physics powerpoint presentation
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Doing Practical Work in Science lessons Elaine Wilson, Faculty of Education University of Cambridge Copyright © UCLES 2008 • Why do practical work? • Conceptual and procedural learning • Planning for progression • Helping students write about practical work • Data handling and problem solving • Open ended practical work Physics Workshops 8 th 1 st 9th 7th What UK based teachers think (%) Barriers to using practical work in rank order Seminar Two: Progression and working in groups Copyright © UCLES 2008TRANSCRIPT
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Copyright © UCLES 2008
Doing Practical Work in Science lessonsElaine Wilson, Faculty of Education University of Cambridge
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Physics Workshops• Why do practical work? • Conceptual and procedural learning• Planning for progression • Helping students write about practical work • Data handling and problem solving• Open ended practical work
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1st
2nd 3rd
4th 5th 6th
7th 8th
9th
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What UK based teachers think (%)
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Barriers to using practical work in rank order
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Copyright © UCLES 2008
Seminar Two: Progression and working in groups
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Cognitive
Affective Social
In the mind
How we feel about ourselves as learners
Learning through Social interaction
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Lecture
Reading
Audio - Visual
Demonstration
Discussion
Practice
Teaching others e.g. Peer Education
Remembering
90%
70%
50%
30%
20%
10%
5%
Role play
OHP/Video
E.g.
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Facts Basic Skills
Procedural Understanding: collection and validation of evidence
Substantive Understanding: concepts laws, theories
Mental Processing:Higher order investigative skills
Problem Solving
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Information is transmitted
Knowledge and Understanding are constructed by the learner.
Teachers enable students to construct knowledge and understanding
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Tasks 1. Measure the thickness of a coin
2. How much does one sheet of A4 paper weigh?
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Copyright © UCLES 2008
Workshop Three: Language Planning for practical activity
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Seeing the wood for the trees!
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Language is our way of
1. Forming and developing concepts ……..
for example ‘Black Holes’
Sometimes through using metaphors
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2. Expressing our understanding
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3. Communicating with people
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Language is
A system of symbols and rules
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Language is a tool for thinking
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Copyright © UCLES 2008
Workshop Four Planning practical activitiesHelping students to write
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What we have discussed so far • Why include practical work? • What skills are developed? • Working in groups and talk• ‘Seeing the wood for the trees’• Simple and inexpensive practical activity
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Three main purpose for practical work
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Building practical work into your own scheme
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Reflecting on the purpose and effectiveness of practical work
Teacher’s objective
Task
What the student actually does
What the student actually learns
Effectiveness
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Writing is difficult!
Helping students to write
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How do we write?
ComposeInvent
Revise
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What is the purpose of the written work?
Does the student always need to write in a formal style in a passive voice?
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Copyright © UCLES 2008
Workshop FiveThe current situation: Examiners reports Data Handling and analysis
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‘As has been stated before, candidates are still losing marks because they do not present their calculations clearly; marks are often awarded when a clear (correct) method is seen.The (practical) paper is designed to test candidates’ practical experience; this is best achieved through the teaching of a practical course where the skills required for this paper are developed and practised over a period of time with a ‘hands-on’ approach’ Examiners Report 2009
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Focus on practical papers • 9702 A level Physics • 0625 IGCE
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Using simulations
Simulations and animations can offer: - the option of stepping through complex motions so that a process is seen more clearly, e.g. wave superposition in an air column - a ‘clean’ pattern with extraneous and distracting effects removed. This leads to ideas about modelling - an ability to switch easily between complementary views, e.g. electric field lines, vector forces and equipotential lines - quick and ‘live’ graph plotting to accompany motion.