AS5 - Practical Work in Physics Teaching
Target Audience
Physics Teachers
Synopsis
Practical work is an integral part of science education. When used appropriately, it can serve to extend “students’ knowledge of the real world and developing ideas, theories and models which involve showing or putting them into situations where they can see them for themselves” (Millar and Abrahams, 2009).
The Practical Work in Physics Teaching Networked Learning Community (NLC) created on the OPAL course space, was based on the model by Jack and Temperly (2007). The NLC was formed to increase the teaching repertoire of science teachers in practical work such as promoting students’ conceptual understanding, problem solving skills and the use of ill-defined problems. A series of blended learning workshops was designed to expose NLC members to different experiments before getting them to work in groups to design an experiment to develop students’ understanding of the scientific approach to inquiry. Members gained insight into the use of practical work to help students learn concepts and principles in Physics.
We will be sharing with participants the concept of networked learning and how it can be realised by putting in place a structure and building identity for learning to take place.
The benefits of a blended approach to networked learning for teachers include moving towards transformative professional development, developing competencies for creating online courses on OPAL and facilitation skills for online and face-to-face learning. Students also benefit from having a better understanding of the nature of science through the scientific approach to inquiry.
Team Members
Ms Julie Quah / Bukit Batok Sec School
Mr Chan Yook Mun / Hong Kah Sec School
Mr Abu Bakar Farid / Ngee Ann Secondary School
Mr Yap Boon Chien / Tanjong Katong Girls’ School
Date: 11 Nov 2013
Time: 13:10-14:10
Venue: Fermi Lab
Capacity: 44
Registrants 14
Target Audience
Physics Teachers
Synopsis
Practical work is an integral part of science education. When used appropriately, it can serve to extend “students’ knowledge of the real world and developing ideas, theories and models which involve showing or putting them into situations where they can see them for themselves” (Millar and Abrahams, 2009).
The Practical Work in Physics Teaching Networked Learning Community (NLC) created on the OPAL course space, was based on the model by Jack and Temperly (2007). The NLC was formed to increase the teaching repertoire of science teachers in practical work such as promoting students’ conceptual understanding, problem solving skills and the use of ill-defined problems. A series of blended learning workshops was designed to expose NLC members to different experiments before getting them to work in groups to design an experiment to develop students’ understanding of the scientific approach to inquiry. Members gained insight into the use of practical work to help students learn concepts and principles in Physics.
We will be sharing with participants the concept of networked learning and how it can be realised by putting in place a structure and building identity for learning to take place.
The benefits of a blended approach to networked learning for teachers include moving towards transformative professional development, developing competencies for creating online courses on OPAL and facilitation skills for online and face-to-face learning. Students also benefit from having a better understanding of the nature of science through the scientific approach to inquiry.
Team Members
Ms Julie Quah / Bukit Batok Sec School
Mr Chan Yook Mun / Hong Kah Sec School
Mr Abu Bakar Farid / Ngee Ann Secondary School
Mr Yap Boon Chien / Tanjong Katong Girls’ School
Date: 11 Nov 2013
Time: 13:10-14:10
Venue: Fermi Lab
Capacity: 44
Registrants 14
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