Untitled - Memorial University of Newfoundland

Nalllrc uf pmcficc sugges.ts that prncticr. problems "should focus on situationll
where there are comple.'I( pattenls to be perceived. and where recognition of these paU\,.'fns
implies panicular moves and procedures for solution" (Glaser. 1992, p.72). Any Cl,1l1r'SC
&doptinp. this view would have praclia: problems increase in complexity. The depth and
complexity of concepts would ultimately depend upon how the teacher would pcrcciw
students handling the challenge placed before them.
The development of procedural knowlt:dgc should be lhe focus of any CUI'riCllll1tl1
developed for all students, not only for gilled students. Actunlly. lhe design orlhe currelll
physics curriculum attempts to encapsulate this concep!. It is designed 10 challenge the
average and slightly above average student. Throughout the curriculum £uide for I'hysics
3204 (Government of Newfoundland and Labrador. 1991b), there arc sections rrtlvitlt.'tI
that teachers may expand upon, or go in to more delail with their students. While a more
in-depth analysis may be too involved for some stude'lIS. it is lell 10 leachers' discretioll.
but is not included as material for public examination preparation. For example. 11M:
Physics 3204 Curriculum Guide (Government of Newfoundland and Labrador. tQt)lh)
introduces the concept of diodes as an example ofa "non-linear" circuil clement. Although
not compulsory, a description ofdiode and semiconductor thcory is provided.
Teachers must realize that there are limits to which students may be challenged in II
particular course. without sacrificing the learning of some students lind the enril;hment of
others. If a teacher attempts 11 too in-depth concept analysis. the material may becume
1/1
incomprehensible for the average and below average ability students. However. gearing a