Physics education or physics teaching refers to the education methods currently used to teach physics. The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught in the lectures. These concepts are better understood when lectures are accompanied with demonstration, hand-on experiments, and questions that require students to ponder what will happen in an experiment and why. Students who participate in active learning for example with hands-on experiments learn through self-discovery. By trial and error they learn to change their preconceptions about phenomena in physics and discover the underlying concepts. Physics education is part of the broader area of science education.
Aristotle wrote what is considered now as the first textbook of physics. [1] Aristotle's ideas were taught unchanged until the Late Middle Ages, when scientists started making discoveries that didn't fit them. For example, Copernicus' discovery contradicted Aristotle's idea of an Earth-centric universe. Aristotle's ideas about motion weren't displaced until the end of the 17th century, when Newton published his ideas.
Today's physics students often think of physics concepts in Aristotelian terms, despite being taught only Newtonian concepts. [2]
In Hong Kong, physics is a subject for public examination. Local students in Form 6 take the public exam of Hong Kong Diploma of Secondary Education (HKDSE). [3]
Compare to the other syllabus include GCSE, GCE etc. which learn wider and broader on different topics, the Hong Kong syllabus is learning more deeply and more challenges with calculations. [4] Topics are narrowed down to a smaller amount compared to the A-level due to the insufficient teaching hours at secondary schools in Hong Kong, which include temperature, heat, internal energy, change of state, gases, position, motion, force, projectile motion, work, energy, power, momentum, uniform circular motion, gravitation, wave, light, sound, electrostatics, circuits, electromagnetism, radiation, radioactivity, atomic model, nuclear energy, universe, astronomy, stars, Rutherford model, photoelectric effect, Bohr model, particles, nanoscopic scale, building, transportation, renewable energy sources, eye, ear, non-ionizing radiation and ionizing radiation etc. [4]
Some schools only allow students choose physics as elective subject since Form 4, [5] some schools provide physics compulsory curriculum in Form 3 and then allow students to choose in Form 4, [6] and some other schools allow students choose physics as elective subject since Form 3. [7] Also, most schools use English language as the medium of instruction for physics, [6] [7] whereas a few of the schools use Chinese language as the medium of instruction for physics. [5]
Other than having lectures in classrooms or laboratories, schools in Hong Kong organise outside-school activities to motivate students learning Physics. [8]
Pure Physics major programmes are provided in the Chinese University of Hong Kong (CUHK), [9] Hong Kong University of Science and Technology (HKUST) [10] and University of Hong Kong (HKU). [11] Topics include engineering physics, mechanics, thermodynamics, fluids, wave, optics, modern physics, laboratory, heat, electromagnetism, quantitative methods, computational physics, astronomy, astrophysics, classical mechanics, quantum mechanics, quantum information, statistical physics, theoretical physics, computer simulation, soft matter, practical electronics, contemporary physics, instrumentation, statistical mechanics, solid state physics, meteorology, nanoscience, optical physics, theory of relativity and particle physics etc. [12]
There are different approaches of delivering physics lectures in different universities in Hong Kong. In CUHK, most relevant knowledge including quantitative methods and computer simulation are learnt in the Department of Physics, which may let the students learn deeper into the concept that applied to the physics problems, [12] whereas in HKUST, quantitative methods and computer simulation are learnt by students in the courses delivered by Department of Mathematics and Department of Computer Science respectively which allow the students to learn boarder with knowledge of different aspects. [13]
There are also Enrichment Stream in Theoretical Physics offered by CUHK [14] and International Research Enrichment Track offered by HKUST. [13] In that stream, additional topics include astrophysics, particle physics, computational physics, and quantum physics. The practices of solving theoretical systems and the discussions of physical insight are very in-depth, which promote the graduates into a high level of the understanding of physics. However, the working opportunity for graduates with theoretical background in Hong Kong is too narrow. Most graduates pursue further studies overseas or become teachers. [14]
Moreover, Applied Physics major programmes are offered only in most other universities in Hong Kong.
At GCSE level, students can choose to study physics either as a whole subject separate from biology and chemistry (referred to as "triple science") or as part of a so-called "combined science" course, in which all three sciences are sandwiched into a single qualification worth two GCSEs. At GCSE, students are taught the basics of a broad range of physical concepts including energy, waves, Newtonian mechanics, electricity, thermal physics and nuclear physics among others. There is also a practical element (known as "required practicals"), which is conducted in the classroom and then assessed via questions in the final exam papers. Because of this, it is theoretically possible for students to pass the GCSE required practical element without doing a single experiment. [15]
Students wishing to continue to study physics after their GCSEs may then choose to study the subject as an A-level qualification (lasting two years) or an AS-level (lasting one year). A-level physics also includes required practicals, but unlike at GCSE, these are assessed in-class by teachers. Students who pass are given "practical accreditation", which some universities require before allowing a student onto certain science courses. There are still questions in the final exams regarding practical technique, but answering these questions correctly does not contribute to practical accreditation. Much of the content of A-level physics is elaborating (albeit quite extensively) on topics covered at GCSE, with the addition of units not present in the GCSE course, such as particle physics. [16] Despite containing significantly less mathematical rigour nowadays than in the past, physics is still widely regarded as the most demanding A-level course available, and is one of the least popular subjects in proportion to its availability. There is some concern that not enough 17- to 18-year-olds are leaving school with A-level physics to meet the demands of the modern job market. [17]
In Scotland, Highers and Advanced Highers replace GCSEs and A-levels respectively. The content of the qualifications is fairly similar. Since Scottish post-16 school students finish school a year earlier than their counterparts in the rest of the UK, the content of the first year of the physics degrees offered at most Scottish universities is similar to the second year of A-level physics. [18]
Most university physics courses in the UK have their content moderated by the Institute of Physics (IOP) and are referred to as being "IOP-accredited". The aim of this is to ensure that all physics students graduate with the knowledge and skills required to work as a professional physicist. [19] Physics can be studied as a 3-year Bachelor of Science degree (4 years in Scotland) or as an integrated Master's degree, in which students who pass the first 3 or 4 years then take a final "master's year" without having to apply again for any Master's courses. Alternatively, students who initially apply to study BSc Physics can apply to study for a master's degree when they graduate.
Teaching strategies are the various techniques used to facilitate the education of students with different learning styles. The different teaching strategies are intended to help students develop critical thinking and engage with the material. The choice of teaching strategy depends on the concept being taught, and indeed on the interest of the students.
Methods/Approaches for teaching physics
| Number of Publications on Students' Ideas on the Bibliography by Duit (2005) | |
|---|---|
| Fragment | Publication |
| Mechanics (force)* | 792 |
| Electricity (electrical circuit) | 444 |
| Optics | 234 |
| Particle model | 226 |
| Thermal physics (heat/temp.) | 192 |
| Energy | 176 |
| Astronomy (Earth in space) | 121 |
| Quantum physics | 77 |
| Nonlinear systems (chaos) | 35 |
| Sound | 28 |
| Magnetism | 25 |
| Relativity | 8 |
| * Predominant concept in brackets. Adapted from Duit, R., H. Niedderer and H. Schecker (see ref.). | |
Physics education research is the study of how physics is taught and how students learn physics. It a subfield of educational research.
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly on subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
The General Certificate of Secondary Education (GCSE) is an academic qualification in a range of subjects taken in England, Wales and Northern Ireland, having been introduced in September 1986 and its first exams taken in 1988. State schools in Scotland use the Scottish Qualifications Certificate instead. However private schools in Scotland often choose to follow the English GCSE system.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
The General Certificate of Education (GCE) is a subject-specific family of academic qualifications used in awarding bodies in England, Wales, Northern Ireland, Crown dependencies and a few Commonwealth countries. For some time, the Scottish education system has been different from those in the other countries of the United Kingdom.
Education in Hong Kong used to be largely modelled on that of the United Kingdom, particularly the English system. Since 2012, the overhaul of secondary school diploma has introduced changes to the number of school years as well as the two-tier general examinations. The DSE has replaced the old HKCEE and the A-levels. Education policy in Hong Kong is overseen by the Education Bureau and the Social Welfare Department.
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
Wah Yan College, Hong Kong also referred to by its acronym WYHK, is a Catholic all-boys grant-in-aid secondary education institution run by the Society of Jesus in Wan Chai, Hong Kong. It was founded by Peter Tsui on 16 December 1919. It was a non-sectarian school when it was founded, and the Jesuits took over the operation of the school in 1932.
A cram school is a specialized school that trains its students to achieve particular goals, most commonly to pass the entrance examinations of high schools or universities. The English name is derived from the slang term cramming, meaning to study a large amount of material in a short period of time. The word "crammer" may be used to refer to the school or to an individual teacher who assists a student in cramming.
The Hong Kong Certificate of Education Examination was a standardised examination between 1974 and 2011 after most local students' five-year secondary education, conducted by the Hong Kong Examinations and Assessment Authority (HKEAA), awarding the Hong Kong Certificate of Education secondary school leaving qualification. The examination has been discontinued in 2012 and its roles are now replaced by the Hong Kong Diploma of Secondary Education as part of educational reforms in Hong Kong. It was considered as the equivalent of the GCSE in the United Kingdom.
The Hong Kong Advanced Level Examination, or more commonly known as the A-level, conducted by the Hong Kong Examinations and Assessment Authority (HKEAA), was taken by senior students at the end of their matriculation in Hong Kong between 1979 and 2012. It was originally the entrance examination in University of Hong Kong until the introduction of the Joint University Programmes Admissions System (JUPAS) in 1992, which made it the major university entrance examination until academic year 2011/2012.
The A-level is a subject-based qualification conferred as part of the General Certificate of Education, as well as a school leaving qualification offered by the educational bodies in the United Kingdom and the educational authorities of British Crown dependencies to students completing secondary or pre-university education. They were introduced in England and Wales in 1951 to replace the Higher School Certificate. The A-level permits students to have potential access to a chosen university they applied to with UCAS points. They could be accepted into it should they meet the requirements of the university.
The Hong Kong Diploma of Secondary Education Examination (HKDSE) is an examination organised by the Hong Kong Examinations and Assessment Authority (HKEAA). The HKDSE examination is Hong Kong's university entrance examination, administered at the completion of a three-year senior secondary education, allowing students to gain admissions to undergraduate courses at local universities through JUPAS. Since the implementation of the New Senior Secondary academic structure in 2012, HKDSE replaced the Hong Kong Certificate of Education Examination and Hong Kong Advanced Level Examination.
John Barry Willett is an emeritus professor at Harvard University Graduate School of Education and a member of the National Academy of Education who specialized in the teaching, development and application of innovative quantitative methods in the social sciences.
Lok Sin Tong Leung Kau Kui College is a government-subsidised co-educational secondary school located in Sai Ying Pun, Hong Kong. The institution is affiliated with The Lok Sin Tong Benevolent Society Kowloon and is sponsored by philanthropist Dr Leung Kau Kui.
The Hong Kong Examinations and Assessment Authority (HKEAA) has moved from norm-referenced to standards-referenced assessment, including the incorporation of a substantial school-based summative oral assessment component(SBA) into the compulsory English language subject in the Hong Kong Certificate of Education Examination (HKCEE), a high-stakes examination for all Form 4–5 students.
Additional Mathematics is a qualification in mathematics, commonly taken by students in high-school. It features a range of problems set out in a different format and wider content to the standard Mathematics at the same level.
Islamic Kasim Tuet Memorial College (IKTMC) is a secondary school in Chai Wan, Hong Kong. It is named after Kasim Tuet, a Hui Muslim who played a major role in the development of Chinese Muslim education in the city. Formerly known as the Islamic College, it is the only Islamic secondary school aided by the Hong Kong Education Bureau (EDB).
Harish Chandra Verma, popularly known as HCV, is an Indian experimental physicist, author and emeritus professor of the Indian Institute of Technology Kanpur. In 2021, he was awarded the Padma Shri, the fourth highest civilian award, by the Government of India for his contribution to Physics Education. His field of research is nuclear physics.
Science education in England is generally regulated at all levels for assessments that are England's, from 'primary' to 'tertiary' (university). Below university level, science education is the responsibility of three bodies: the Department for Education, Ofqual and the QAA, but at university level, science education is regulated by various professional bodies, and the Bologna Process via the QAA. The QAA also regulates science education for some qualifications that are not university degrees via various qualification boards, but not content for GCSEs, and GCE AS and A levels. Ofqual on the other hand regulates science education for GCSEs and AS/A levels, as well as all other qualifications, except those covered by the QAA, also via qualification boards.
Hong Kong Baptist University Affiliated School Wong Kam Fai Secondary and Primary School is a Direct Subsidy school in Shek Mun, Sha Tin, Hong Kong. It is the first affiliated school opened by a university in Hong Kong. The school was officially established in 2006, and the first batch of students began attending classes in September of the same year. The school has a total area of 12,000 square metres (130,000 sq ft) and the primary and secondary division is connected together.
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