Conceptual Understanding in Physics Derek Raine, University of Leicester Interactive Screen Experiments are used to enhance student understanding of practical.

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Presentation transcript:

Conceptual Understanding in Physics Derek Raine, University of Leicester Interactive Screen Experiments are used to enhance student understanding of practical work. The illustration shows apparatus for measuring the speed of light - Durham University, Sam Nolan A modelling curriculum in first year mechanics has been used to enhance conceptual understanding with significant improvements shown on the Force Concept Inventory University of Hull, David Sands Dialogues is a narrative approach to understanding core concepts in curriculum physics. In this example, we look at simulations of flow in blood vessels. University of Hertfordshire, James Collett Based on research that shows how the exploration of misconceptions helps concept formation these short screencasts address a range of misconceptions in Physics at various levels Information about published diagnostic tests or instruments that probe conceptual understanding, in various topics areas relating to (but not restricted to) the physical sciences. University of Edinburgh, Simon Bates Animations for teaching quantum mechanics concepts with password- protected instructor resources ( St Andrews, Antje Kohnle Guide to multimedia resources for the teaching of quantum mechanics concepts Short screencasts on using equations to guide understanding The project aims to provide materials and interventions to support the development of conceptual understanding in Physics. The materials will be hosted on a web site (under development) The project will be continued by  CETL and IOP.

Interdisciplinary Science Leicester’s New Natural Sciences Degree Programme More information: or Objectives: to create a natural sciences programme that is intrinsically interdisciplinary in which students learn science through the research process e-materials Documents are delivered electronically and work is submitted and marked electronically. Many of the student versions of the course documents are publically available as OERs Research Based Learning Each core module poses an interdisciplinary problem which student tackle in groups. Students study science through the research process. Dedicated teaching staff Groups are facilitated by a specialist team of teaching fellows supported by “guest lectures” from academic staff Future Directions: The Centre for Interdisciplinary Science Funding: The programme grew out of previous FDTL4 and  CETL projects to develop problem-based learning. More recently the project was part of the IOP Stimulating Physics programme. Funding from HESTEM has allowed us to adapt the pedagogy to provide more structured supportive scaffolding for our research-based learning approach Professional development is embedded in the programme through authentic assessments which take a variety of forms: presentations, reports, vivas, podcasts, videos, web sites Outcomes: an innovative student-centred pedagogy transferable to other programmes Core programme