Teaching directory
Course 2024-2025

Didactics and Epistemology of Physics II [SAGRM212]

  • 3 credits
  • 30h
  • 2nd quarter
Language of instruction: French / Français

Learning outcomes

At the end of their training in Physics Didactics and Epistemology, the students must be capable of designing and implementing physics teaching sequences suitable for the third level of secondary school. To achieve this, they should have the ability to:

  1. Describe the Units of Learning Outcomes (UAAs) in physics programs for secondary education.
  2. Explain the missions of education and the education system of the Brussels Walloon Community.
  3. Develop cognitive processes within UAAs (Explaining concepts – Applying – Transferring).
  4. Identify students' initial conceptions related to the topic being taught.
  5. Integrate the scientific approach into a teaching sequence.
  6. Create concept maps.
  7. Describe a didactic sequence for a specific notion or concept.
  8. Identify the levels of knowledge in a course sequence.
  9. Develop and critically evaluate physics learning methodologies.
  10. Évaluate student learning outcomes.

 

Objectives

This course aims to assist students in:

  1. Teaching physics in secondary education in accordance with school curricula.
  2. Understanding the essential aspects and challenges inherent in these programs.
  3. Creating learning sequences that include theory, exercises, and practical work.
  4. Developing and evaluating physics learning methodologies.
  5. Identifying the main difficulties students encounter while learning physics and providing appropriate didactic solutions.
  6. Designing learning assessment tools suitable for various educational objectives.
  7. Observing and analyzing the practices of physics and experimental science teachers in secondary schools.

Content

The course covers the following topics:

  1. Epistemology and history of physics.
  2. Analysis of physics programs for the third level of secondary education and the challenges related to the distribution of concepts over the last two years.
  3. Analysis of difficult concepts to teach and presentation of appropriate didactic approaches.
  4. Identification of students' spontaneous conceptions.
  5. Experimental approach to teaching complex physics concepts.
  6. Evaluation of learning outcomes in physics.

Teaching methods

The preferred approach will be a blend of theory and practice. To achieve this, we will connect with concrete situations from the third level of secondary education. Active discussion of learning situations, evaluation of didactic tools (physical and digital), and reflection on approaches used worldwide are the most significant strategies for the development of our courses.

Attendance in the course is required.

Evaluations

A test is organized during the course to assess the students' solid understanding of the physics taught in the 3rd year of secondary school. For this test, formative, qualitative, and procedural aspects are crucial.
 
Daily practical and theoretical activities will be evaluated in a procedural and formative manner.
 
An oral exam is scheduled at the end of the second semester. It will cover, in part, the knowledge and skills associated with the course of Physics Didactics and Epistemology II (3/5 of the points), and in another part, an individual didactic assignment (2/5 of the points). The didactic assignment must be submitted one week before the exam date.
 
The final grade for the course evaluation will include the oral exam grade (10 points out of 20), the knowledge test grade (4 points out of 20), and the grade for practical and theoretical activities (6 points out of 20).

Recommended readings

Astoli, J-P; Develay, M. (2017), Didactique des sciences. Paris: PUF. 

Ben-Dov, Y. (1995), Invitation à la physique. Paris: Sueil. 

Cosnefroy, L. (2011), L'apprentissage autorégulé. Grenoble : PUG.

Einstein, A.; Infeld, L. (1983), L'évolution des idées en physique. Paris: Flamarion. 

Fourez, G. (1994), Alphabétisation scientifique et technique: essai sur les finalités de l'enseignement des sciences. Bruxelles : De Boeck. 

Maingain, A.; Dufour, B. (2002), Approches didactiques de l'interdisciplinarité. Bruxelles : De Boeck.

Viennot, L. (1996), Raisonner en physique. Bruxelles : De Boeck.

 
 

PhET : available at https://phet.colorado.edu/

 

Other interesting works are presented during the course and their reading is strongly recommended

Language of instruction

French / Français

Location for course

NAMUR

Organizer

Faculté des sciences
Rue de Bruxelles, 61
5000 NAMUR

Degree of Reference

Master's Degree