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ALEXANDER POPOV FACULTY OF PHYSICS SOFIA UNIVERSITY BULGARIA tpopov@phys.uni-sofia.bg RATISLAV BANIK PHYSICS DEPARTMENT MBELL-UNIVERSITY SLOVAK REPUBLIC Banik@fpv.umb.sk OVIDIU CALTUN SOLID STATE AND THEORETICAL PHYSICS ALEXANDRU IOAN CUZA UNIVERSITY IASI ROMANIA CALTUN@UAIC.RO PHYSICS TEACHER TRAINING HIGH SCHOOL - UNIVERSITY TRAINING GAP IN PHYSICS GARETH JONES (COACH) IMPERIAL COLLEGE UNIVERSITY OF LONDON LONDON (UK) w.g.jones@imperial.ac.uk M. C. CARMO PHYSICS DEPARTMENT UNIVERSITY OF AVEIRO AVEIRO (PT) mccarmo@fis.ua.pt HAY GURTS PHYSICS DEPARTMENT UNIVERSITY OF NIJMEGEN (ND) hayg@sci.kun.nl
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METHODOLOGY Surveying the views of university physics departments Surveying the university physics students Making personal contact with a number of physics teachers in high schools WORK GROUP 5, GENT 2006
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1. QUESTIONAIRE TO UNIVERSITY STAFF WORK GROUP 5, GENT 2006
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INCOMING STUDENTS
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WORK GROUP 5, GENT 2006
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TIME EVOLUTION
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WORK GROUP 5, GENT 2006
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EXAMPLES OF MEASURES TAKEN Extra courses (physics and mathematics); More time with basic concepts; More gradual learning; Small group teaching; Extra student guidance (tutorials, homework, more discussion time and guidance in experimental planning; more often evaluation); e-learning in maths; Extra time for problem solving; Cooperation with high school teachers; Workshops for high school teachers; Promote discussion of teaching issues; Draw the attention of education authorities;
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WORK GROUP 5, GENT 2006 2. STUDENT’S QUESTIONAIRE
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WORK GROUP 5, GENT 2006
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The majority of students feel a gap between school and University but consider having the generic skills and competences needed. Main difficulty in the first year: (i)Personal difficulties in: organizing their own timetable; deciding what to learn for an exam; lack of pressure to learn/make exams; difficulty to decide what lectures and lecturers to attend. (ii) System problems: much more personal effort needed due to the large amount of information to be processed; low level in mathematics then needed; not used to apply mathematics concepts to physics; more lectures compared to high school; no previous development of skills in problem solving; steeper learning curve in University. (iii) Social reasons: Integration difficulties; lack of knowledge of what the university system expects from the student.
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WORK GROUP 5, GENT 2006 Students awareness of remedial measures
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WORK GROUP 5, GENT 2006
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Most effective of the remedial measures taken in the University (as seen by the students): Pre course in Mathematics Extra courses with extra tuition Homework Extra tuition hours for overviews and questions Social measures of integration.
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