Collins, Philip (2011) The Cycle of Physics Pedagogy. Worcester Journal of Learning and Teaching (6). pp. 1-2. ISSN 2024-8032
WJLTIssue6PhysicsPedagogyPCollins.pdf - Published Version
“Energy is the capacity to perform work …” (Abbot A.F. 1963 p83), “Pressure is defined as the force acting normally per unit area.” (Abbot A.F. 1963 p119); such was the language used in the early 60s text books. It is not surprising that the numbers of pupils choosing physics as an Ordinary (O) Level option was small and it was perceived as being difficult and for boys. In science education circles, notably the Science Masters’ Association (which soon turned into the Association for Science Education), there was a move to change the way in which science was taught and consequently physics teaching was to come under the microscope. During that era the Nuffield Foundation dedicated well over £1m on curriculum innovation (equivalent to about £30m today) with science and mathematics being specific targets. As a result of these influences, the 60s was a decade of change in the approach to the teaching of science in secondary schools and the Nuffield dream had begun.
Worcester Journal of Learning and Teaching (WJLT) is an open-access, peer-reviewed journal published electronically by the Academic Development and Practice Unit at the University of Worcester to disseminate academic articles, project reports and personal perspectives about Learning and Teaching written by staff associated with the University and its partners.
|Uncontrolled Keywords:||physics, physics pedagogy, learning, teaching|
|Subjects:||L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
|Divisions:||Academic Departments > Institute of Education|
|Depositing User:||Janet Davidson|
|Date Deposited:||16 Nov 2011 16:13|
|Last Modified:||17 Nov 2011 06:00|
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