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

Physics in society
consequent long term effects might be quite different. Finally, two alternative energy scenarios
are discussed. One is a WAES-scenario which assumes an economic growth rate of 3 per cent per
annum. The other one takes the line that further production growth in the Netherlands is not
sensible. This produces energy savings which could bring the energy consumption in the year
2000 back to 68 per cent of the 1975 level, while the first scenario results in 235 per cent of this
level being reached in the year 2000. It is shown that much depends on the way of life people
are prepared to accept.
Each chapter contains exercises and references to books and articles. A list of thirty-eight
addresses is included to encourage students to obtain more information from government circles
and private organizations.
TABLE 1. Content of the course book ‘Physics in Society’
Chapter
No. of pages
1. Introduction
li
2
2. Energy
40
3. Sound
choice of 30
4. Transport
one chapter 18
5. Weapons
38
6. Science and technology in the developing countries
16
7. The spiral of science, technology and society
26
8. Physics in the future
17
THE DEVELOPMENT OF THE CURRICULUM
In the first stage of the project, three draft texts were written by members of the project group.
After an announcement in teachers’ journals, about thirty teachers showed interest in discussing
the drafts. Several meetings were devoted to this and twenty teachers were willing to try out the
material in their classes in the spring of 1977. At that time, the topic could not be included in
the examination programme. After evaluation of the trials and discussions on newly written
chapters, it was decided to ask permission for nineteen schools to include the optional topic in
the examination at VWO level in 1979. Permission was granted by the Secretary of State for
Education and 844 students included this topic in their exams.
So thirty-one teachers were able to get experience with the topic. A teachers’ guide was
written for them. It included information on literature, films,objectives, teaching methods and
ways of evaluating students’ progress. The teachers were free to choose appropriate teaching and
evaluation methods. Not surprisingly there were a great variety of these. Some preferred to stick
to the texts; others used the book as a starting point for students’ investigations. When it came to
testing some teachers used the question format to which the students were accustomed; others
marked assignments or oral presentations. This freedom was given with the purpose of finding
original ways of approaching the topics. At the same time, all concerned shared the view that no
ideal method exists as schools, teachers and classes vary considerably. After a further announcement
in teachers’ journals, forty-seven schools with seventy teachers and 1800 students obtained
permission to include the topic in the 1980 examinations.
With so much support, the project group decided to initiate the procedure for the inclusion
of ‘Physics in Society’ (Pins) as an optional topic in the regular examination programme. It is
expected that eventually, all VWO-schools wil be allowed to teach ‘physics in society’ as part
of the official programme.
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