The future of physics teaching: Features of the new National Curriculum and Curriculum Frameworks of Hungary Contents and methodology GIREP-ICPE-EPEC-MPTL 2019 CONFERENCE  BUDAPEST, 1-5 JULY, 2019 Sándor Egri, Gábor Horányi, Péter Ádám Education 2030 Research Group in Learning Science

Curriculum development is an answer to the present problems that originated from the past. We should be aware about of needs of the future as well Future needs Problems

Total number of students enrolled in regular teacher education Subject Total number of students enrolled in regular teacher education at first place English (foreign language) 724 History 78 Informatics 29 Hungarian literature 312 Biology 177 Geography 127 Mathematics 54 Chemistry 14 Physics 30 A significant shortage of the number of students in teacher training courses  growing lack of physics teachers In Hungary, 2018 (felvi.hu)

The attitude towards physics in schools is not good Subject Average primary and secondary school Science (primary) 3.9 English Drawing, history of arts 3.8 History Informatics 3.7 Hungarian literature 3.6 Biology 3.5 Geography Hungarian language 3.4 Mathematics German 3.3 Singing and music Chemistry 3.1 Physics 3.0 Religion/ethics 2.9 Scale: 1-5 (Chrappán, Magy. Tud, 2017. október)

Needs of the future Key competencies: creativity, collaboration, critical thinking, communication (there are many more…….) Quick changes in the world  we need more innovators, explorers Awareness about global problems: climate change, worldwide pollution, energy balance…

The main idea: We should change the methodology and content according to these facts in a balanced way Focus on main concepts Practical applications Real life issues Active learning Interactive classrooms, Group work Learning much of abstract formulas Emphasizing only disciplinary core Dry explanations Chalk and board

The main idea: We should change the methodology and content according these facts in a balanced way Focus on main concepts Practical applications Real life issues Active learning Interactive classrooms, group work Learning much of abstract formulas Emphasyzing only disciplinar core Dry explanations Chalk and board

Natural Sciences and Geography Learning Area 4. Természettudomány és földrajz környezetismeret 1 1 természettudomány** 2 2 4 5 kémia 1 2 fizika 3 2 biológia 3 2 földrajz 2 1 1 2 Natural Sciences and Geography Learning Area Lower Primary Upper Primary Secondary (gymnasium, gov.) 1 2 3 4 5 6 7 8 9 10 11 12 Knowledge about the environment Science Physics Biology Chemistry Geography Integrated science with disciplinary modules is allowed at Primary (7-8) or teaching different subjects

Physics(7-8/9-12): introduction, aims, topics, fields of development Field of development 1 Field of development 2 Learning outcome Learning outcome Learning outcome Learning outcome Learning outcome Learning outcome Learning outcome Learning outcome

Fields of development (examples, 7-8) Physics as a scientific method of cognition (7 LO) - doing experiments, measurement, data analysis - physics as a science, applied methods, fields of interest, new results -Life of major physicists Social and environmental issues of physics (11 LO) -Global problems: climate change, UV-radiation, radioactive issues Physics of natural phenomena and applied technology (10 LO) - Working principle of widely used technologies (Transportation, mobile communication, machines) -Explanation of natural phenomena (Rainbow, Full Moon.. ) -Physics of health issues (Sensing, moving…) Disciplinary core knowledge (21) - Motions, energy, light, states of matter, the Universe Applying digital technology (7)

Learning Outcome: A complete sentence, which integrates the content and a cognitive skill or the way of the usage The student understands the working principle of nuclear reactors and problems of storage of radioactive isotopes. The student knows the changing of the air pressure and understands its connection with weather changing. The student applies Ohm’s law to calculate the current in a simple circuit. The student explains why an airplane is able to fly. The students measures some physical quantities with mobile phone sensors.

Curriculum framework (7-8/9-12) Introduction: reaction to the problems of physics teaching mentioned above Topic 1 Topic 1 Topic 2 Knowledge & Skill Knowledge & Skill Knowledge & Skill Knowledge & Skill Knowledge & Skill Knowledge & Skill Knowledge & Skill Knowledge & Skill

Curriculum Framework – List of topics Number of classes Introduction to Physics 8 Energy Moving during transportation and sports 10 Force and Linear Momentum Water and air in the household and in the nature 14 Household - electricity Light, lightening and optical instruments 12 Waves Global environmental problems 6 Observing and explaining the phenomena of the sky Sum: 102

The Structure of a Topic Name of the Topic List of related LO-s from the Curriculum List of knowledge and skills Related concepts

Topic: Waves (10) List of related learning outcomes of the National Curriculum Knowledge and skills to improve Experimental investigation of water waves, description of the motion Experimental observation of shock-waves in the air, assuming their speed The basic explanation of wave propagation, amplitude, frequency and wavelength Light is a wave Explanation of sensing of colors Observing and explanation that the color of an object depends on the color of the applied light-source Explanation of the color of the sky, clouds, plants, seas, and rivers Observing and description of standing waves on a string or spring The physical explanation of the attributes of the sound (tone, volume) Explanation of how an instrument creates sound, observation of how instruments are working Physical background of the hearing List of related concepts: wavelength, speed of propagation, frequency, colours of a rainbow, standing wave, volume, tone of a sound

www.curriculumvisions.com

https://coppellstudentmedia.com

egris@science.unideb.hu The Future The final version of the Curriculum and Frameworks, Book for teachers Discussion, improvements Implementation in pilot schools Analyzing the findings Better physics in schools  egris@science.unideb.hu