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    Physics

    Uploaded by

    Rawan.youssif

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Physics

    Uploaded by

    Rawan.youssif
    2 views16 pages

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    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    2 views16 pages

    Physics

    Uploaded by

    Rawan.youssif

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 16

    PHYSICS

    DEPARTMENT
    OUTLINE
    Introduction​
    ..
    3

    Research

    Theories Life
    What
    is
    scienc
    e

    Discoveri
    Exploring
    es
    INTRODUCTION
    4

    Often, science can be challenging for students to


    learn. It is difficult for teachers to capture students’
    attention using traditional physics teaching methods.

    Therefore, teachers may adopt advanced creative


    methods to teach physics to their students. New
    strategies can make physics topics more interesting
    and easier to understand.
    Different learning styles 5

    Experiments, flash
    Visual cards ,pictures, videos, Phet
    simulations, GeoGebra…

    Auditory Imagination, sound level, videos

    Kinesthet Modeling, hands on activities,


    ic lab experiments..
    6

    WHY A DIFFERENT
    APPROACH TO PHYSICS
    INSTRUCTION?
    Research shows that after
    conventional instruction, students
    could not fully explain even the
    simplest of physics concepts, even
    though many could work related
    problems.
    WHAT DO STUDENTS SEE AS
    IMPORTANT IN A TRADITIONAL
    CLASSROOM?

     Equations
     Similar steps in solving
    problems
     Numerical answers

    But where’s the physics


    understanding?
    MODELS ARE IMPORTANT 8

    IN PHYSICS

    Making Thinking Visible

    Representations and models are not meant


    to be exact copies. Instead, they are
    deliberate simplifications of more complex
    systems.
    PROBLEMS RATHER
    THAN MODELS?
    The problem with problem-solving
    • Students come to see problems and their
    answers as the units of knowledge.
    • Students fail to see common elements in
    unusual problems.

    » “But we never did


    a problem like
    this!”
    HOW DOES THE MODELING METHOD
    FOSTER STUDENT UNDERSTANDING?

    • Students design their own experimental


    procedures.

    • Students must justify their interpretations of data


    in teacher-guided Socratic dialogs.

    • Models created from experimental interpretations


    are deployed in carefully selected problems, each
    of which is designed to illustrate aspects of the
    model.

    • Solutions are presented by students to the entire


    class on whiteboards.
    LAB WORK FOLLOWED 11

    BY FILLING A LAB
    REPORT
    12

    Projectile …
    2. Open-ended questions are 3. Prompting: cues teachers
    questions for which a variety provide or other questions13
    1. Effective Teachers ask a of answers are acceptable. It they ask when students are
    large number of questions is very difficult to call on unable to correctly answer
    to actively involve their students in a large class the original question. It
    students in the lesson and without asking some open- creates a climate of support
    guide them to his/her ended questions. They invite in the classroom and assists
    learning objectives. participation in a non students in thinking through
    threatening and answering a specific
    way. question

    Effective Questioning..
    4. A repetition question
    5. The entire class asks students to reconsider
    6. When you pause and answering a question at a question or point that has
    give students time to think the same time is termed been made earlier in the
    about their answers, the choral responding. lesson and is an effective
    quality of student Choral responses are way to emphasize key
    responses increases effective for immediate points. Repetition questions
    significantly. practicing skills, terms give the teacher a quick
    estimate of whether
    and facts. students got it earlier.
    GEOGEBRA
    14

    • Makes learning an abstract concept much more meaningful.

    • Visualizes related concepts and how they affect each other.

    Example
    ONE SENTENCE
    15

    DESCRIPTION/SUMMARY
    It can be used as a launching engagement
    activity, as a simple formative assessment
    or at the end of the session.
    THANK YOU

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