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

New Trends in Physics Teaching IV
TEACHING METHODS
Because the Pins subject matter differs greatly from usual physics, new teaching methods were
developed. The freedom of the teacher to choose his own method resulted in a great variety (see
table 2). In practice different considerations play a role in the choice. The most important are:
which aims are emphasized; how much time is available; the experience of the teacher in applying
unusual teaching methods; and the atmosphere in the classroom.
TABLE 2. Teaching methods
1. lecture
2. class discussion
3. commenting on ‘proposals’
4. groups working independently
5. investigation of literature
6. group presentation
7. assignment
8. interviews
9. inviting experts
10. simulation games
1 1. practical work
12. audio-visual aids.
Our information on the teaching methods used is based on interviews with teachers, on discussions
at teachers’ conferences and on our classroom observations. Some of the more unusual
methods are discussed below. Commenting on various proposals is one method of structuring
classroom discussion. Groups of students are asked to formulate proposals, e.g. on energy policy,
and to write comments on those of their peers. Discussions are usually very lively. For a literature
investigation the students can collect the material themselves. To avoid wasting time while
waiting for the material, collecting would sometimes start months before the actual lessons take
place. The results of the investigation might be presented to the class by the students (group
presentations). The same material might also be used as the basis for an assignment. It seems to
be difficult for individual students to deal with topics in both the areas of physics and society.
The assignments often turn out to be purely physical or purely social.
The independence of the thinking of the students depends strongly on the working methods.
Compared with the limited independence in lectures and classroom discussions, there is far
greater freedom associated with a literature investigation or an assignment; there the students are
able to decide the topic of investigation and to collect the material themselves. Then their
involvement is far greater. They appear to take more initiative at interviews and on excursions,
especially within the framework of group assignments.
Sometimes classroom discussions suffered from poor involvement. When the discussion was
structured (e.g. by the presentation of a proposal) or preceded by a controversial film, the
participation was much better. Simulation games about the siting of a nuclear power station were
played with great enthusiasm. In general, involvement increases as students are able to choose
between real alternatives. As a consequence of the specific character of Pins and the variety of
working methods, the role of the teacher changes, becoming that of an activating, stimulating
guide. Not surprisingly, teachers felt less safe than usual: in controversial matters, their opinion
is no longer taken for granted, it is a point of view no more valuable than those of the students;
354