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New Trends in Physics Teaching IV ence in forms 5 and 6 of VWO, they were inclined to pay more attention to ‘physics and society’ aspects in all of their teaching. In a couple of schools, co-operation with teachers of other subjects was established. Many school libraries were supplemented with books and magazines covering the topics. Several teacher training colleges are using the text book as an introduction to the subject which they study at a more advanced level. In 1979, the two main conferences for physics teachers in the Netherlands paid some attention to physics and society and its relevance in education. In the summer, 180 teachers met for two days in Amsterdam to study teaching methods and materials in a large number of ‘workshops’. Many of the delegates had no previous experience of the teaching of ‘physics and society’. In December, 220 teachers met in a two-day conference on trends in physics teaching. Virtually all of those attending supported the idea that the social aspects of physics should receive more attention in education in the next decade. Several curriculum development projects already show signs that this wil happen. CONCLUSION Making changes in physics teaching is not easy. Academic influences are strong; teachers are used to conventional content and method, and are, above all, busy people; the training of new teachers wil bear fruit only in the long run; examinations are a stumbling block for many and stimulate competition rather than co-operation; and gaining the acceptance of a new examination syllabus by all the authorities concerned takes perseverance and patience. The other side of the coin is less bleak. The Pins project has proved that an encouraging number of physics teachers in the Netherlands are willing to start closing the gap between physics and society. They prefer to spend time revising their teaching of physics rather than sticking to the old ways. Many have said that they would never return to teaching physics without teaching it in its social context. The project also showed that a small project, with few staff and little money, covering only part of the physics syllabus, can have a great effect if it hits upon the interests of enthusiastic teachers. However, we must stress that only students of a particular age and ability range were involved. More experience is required regarding other age groups and ability ranges. The future requires material in which physics and society are integrated rather than a conventional syllabus with an option tacked on. REFERENCES 1. EIJKELHOF, H.M.C.; BOEKER, E.; RAAT, J.H.; WUNBEEK, N.J. Physics in Society. Amsterdam, VU Boekhandel, 1981. (In English.) Distributed in the United Kingdom by SISCON (c/o Department of Liberal Studies in Science, University of Manchester) and elsewhere by VU-Bookshop, P.O. Box 7161, 1007 MC, Amsterdam, The Netherlands. 2. The main example is the PLON-project at the University of Utrecht. PLON is concerned with developing and evaluating new teaching materials and methods for general secondary education. Some important aims are to relate physics to student-experiences and to developments in society. The authors wish to thank Professor E. Boeker and Professor J.H. Raat for their kind co-operation. 358
Physics in society APPENDIX Detailed contents of the course Physics in Society. Energy - energy and physics. - energy consumption in the Netherlands and elsewhere ; advantages and disadvantages of fossil energy sources and nuclear energy. - some types of nuclear reactor, breeder reactor. - alternative energy sources. - saving energy. - energy policy. Sound - physics of sound levels (decibel, influence of distance, measurement). - noise in different sectors of society. - measures against noise. Transport - energy consumption of means of transport. - motors and air pollution. - traffic safety devices. - development of private and public transport in the Netherlands. Weapons - physics of fission and fusion bombs. - tracking systems for weapons (air, sea). - history of nuclear armament. - armament race and peace initiatives. Developing Co un tries - energy in the Third World. - comparison of traditional and advanced technologies. - role of appropriate technology. Spiral of Science, Technology and Society (STS) - scientific method. - historical development of STS, contemporary situation. - views on control of science and technology. Future - methods of forecasting. - comparison of two energy scenarios. 359
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I New trends in physics teaching Vo
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New trends in biology teaching Vol.
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Preface The worldwide exchange of i
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Contents Part I Energy: the Backgro
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Part I Energy: the Background and t
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Energy teaching in schools Introduc
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Japan The teaching of energy in Jap
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Japan not teach energy concept dire
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Japan Amount of heat generated rela
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Japan ing of basic concepts, fundam
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Japan The teaching in this area is
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Methodology Japan There are several
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7. Measuring the amount of solar en
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India The teaching of energy in Ind
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India It is difficult to visualize
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1979 Solar energy air A model of a
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India age group 6 to 11, classes I
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Qatar decision to include a study o
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Qatar 5. 6. 7. Coal and oil are the
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Qatar Grade 8: Theme: ‘The use an
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Qatar The grade 11 physics programm
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USSR electric oscillations ends wit
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Hungary with a wide range of natura
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Hungary between two bodies only. Bu
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Hungary follows that the field itse
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Hungary explore rigid bodies and me
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REFERENCES Hungary 1. HABER-SCHAIM,
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Italy This approach proved interest
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Italy ENERGY PROBLEM: TO-DAY'S ISSU
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Italy equivalent or t.0.e.) are def
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An obvious question arises: why did
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knowledge of electromagnetism to th
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Naturally not all the particles are
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Senegal Reflection on current trend
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Senegal heat is interpreted as the
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The planning and developing of an i
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Brazil Criteria for the assessment
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Brazil water and ice is a system wh
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Brazil (heat) would still be conser
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Brazil Consider a further instance.
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Brazil An isolated system is an abs
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United States LEVELS AND TACTICS En
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United States The private sector sp
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United States The progression shown
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Packet production United States PEE
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United States energy situation. The
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United States Energy has two powerf
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Introductory statistical physics In
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Introductory statistical physics dp
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Introductory statistical physics on
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Introductory statistical physics Co
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Use of the Einstein solid Introduct
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Introductory statistical physics Ex
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Introductory statistical physics fo
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Introductory statistical physics TA
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~~ Exponential atmosphere Boltzmann
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Introductory st at ist ical physics
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Children’s ideas about light Chil
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Childrens’ ideas about light some
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Childrens’ ideas about light Figu
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Childrens’ ideas about light Figu
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Childrens’ ideas about light We w
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Childrens’ ideas about light conn
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Childrens’ ideas about light ‘l
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Colour Colour R.D. EDGE. Colour, li
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Colour of three primary colours nec
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Colour 400 500 600 700 Wavelength/
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Colour a, ; 0 E c \ L U Is) c - a,
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Colour 200 150 (I] U C ; 1 0 0 E m
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Colour Perceptually, if our environ
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Colour mentary colours as for the p
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Colour Difference Colour The abilit
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Colour Also shown on the same figur
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Colour screen, that taken through a
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Colour I 120 Noon Summer Sunlight 5
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y move in the direc value of the wa
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Surface Reflection Colour The surfa
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Colour index of 1.4, it is flexible
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Colour - Light Incident + From Iris
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Colour C 0 L 3 a, z E L U J Q e, J
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Colour illumination appears colourl
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Optics regained Optics regained C.A
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Optics regained human beings since
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Optics regained of energy, or the s
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Optics regained Consider an ordinar
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Optics regained Consider any two po
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Optics regained Figure 5 is a much
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Optics regained Highly coherent lig
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Optics regained revealing individua
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Optics regained the brightest sourc
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Optics regained is not taken, and o
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Optics regained image ifmis-interpr
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Optics regained 4. HUYGENS, C. Trai
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A case study of science teacher edu
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Teacher education: a case study 2.
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Teacher education: a case study alr
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Teacher education: a case study mor
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Teacher education: a case study Whe
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Teacher education: a case study The
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Teacher education: a case study CON
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Teacher education: a dilemma where
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Teacher education: a dilemma ELEMEN
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Teacher education: a dilemma if phy
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Teacher education: a dilemma emerge
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Teacher education: a dilemma These
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Teacher education: a dilemma 11. CO
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Teacher education: solar energy cou
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Teacher education: solar energy nee
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Teacher education: solar energy A P
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Teacher education: solar energy Sol
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Micro-computers as laboratory instr
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Microcomputers in the laboratory an
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A solar cooker How to construct a s
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A solar cooker PREPARATION AND SUBS
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Page 341 and 342: Introduction Although school curric
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Page 347 and 348: ENVIRONMENTAL SCIENCE, HEALTH EDUCA
Page 349 and 350: I Physics in society Physics in soc
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Page 359 and 360: Appropriate technology The visible
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Page 363 and 364: Appropriate technoIogy Project work
Page 365 and 366: Contributors Albert A. BARTLETT, Un
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