New trends in physics teaching, v.4; The ... - unesdoc - Unesco

New Trends in Physics Teaching IV
The schema indicates that intellectual and ethical development are seen, not as isolated roads,
but as interactional, mutually supporting processes. This has a strong influence on both the
theory and practice of physics education.
What place has physics, or science in general, in this context? (1) Science represents a special,
important, and successful kind of interaction between man and nature. This interaction has
value as an intellectual activity in itself. (2) Science is a cultural activity, the source of important
spiritual movements, and the results of science are part of the hard core of Western culture.
(3) Science is an activity leading to emancipation, to education as world citizens, making possible
participation in decision-making processes affecting the future of mankind. (4) Science is a good
preparation for employment, an important activity from the social and economic point of view.
(5) Science is a prominent means of developing thinking and enhancing creativity; for me this is
the strongest justification for physics classes in schools. (6) In conjunction with ethics, science in
general and physics in particular are, therefore, essential elements in the development of a selfconcept.
THE CAPACITY OF PHYSICS TEACHER EDUCATORS
What follows from these elements of an educational philosophy for teacher education? We need
physics teachers who can implement physics as a living element in our culture, and they should
be involved in the development of a self-concept in the young people. The activities within the
framework of physics education should be directed, in the main, towards intellectual development.
But they must always be seen in the context of the inter-related left side of the schema,
the ethical development.
Many books have been published on intellectual development. J. Piaget stands as a symbol
for the role of psychology in physics education. Piaget-based curricula, textbooks, test batteries,
etc., have been written. All these have failed to prevent the development of the present situation.
It is - at least in my country - very hard to get practising teachers back to new learning. New
ideas, the results of educational research and innovational proposals from the side of curriculum
developers are accepted by a very few individuals only. Many so-called ‘experienced teachers’
see it as an imposition to call in question what they have done for so many years, even if this
never had a basis in theory. If one is in power, one does not want change! The lever must, therefore,
be applied in pre-service teacher education. It is in the hands of physics teacher educators.
Here is a catalogue of principles, methods and activities which characterize the work of our
group at the University of Dortmund. It is the result of our practical experiences as teachers in
schools and at university and of the reflection of these experiences against the background of
our educational philosophy.
Physics teacher educators should have continuing experience in classroom practice.
It is not sufficient to visit a teacher in his class from time to time. It is necessary to act as the
responsible teacher in physics classes for some hours per week. This enables the teacher educator
to integrate his experience or problems in practice with his work at the university. In addition it
makes it easier to get in contact with full time school teachers, to influence them and to develop
a better feeling for possible innovations.
The physics teacher educator must have competence in simplification.
It is self-evident that a teacher of future physics teachers needs competence in physics. However,
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