Teaching physics:

the big picture

Learning outcomes
 describe the scope of physics: physical phenomena across
many orders of magnitude in time and space
 appreciate that similar (physical & mathematical) models can be
used to explain very different phenomena
 discuss the nature of effective physics teaching, drawing on both
education research and classroom experience
 recognise the importance of conveying the nature of physics
(‘fundamentals’) to learners
 be able to use index notation for numbers very small or large
the nature of physics
What is physics?

In pairs
Consider some examples.

Work towards a definition. – e.g. aims, procedures, key

concepts or relationships

Plenary
compare ideas.
Ways of thinking about physics
• an eclectic range of subjects (including e.g. mechanics, heat,
waves, sound, optics), historically brought together under a
single name
• an experimental science concerned with ‘the extension of the
human sensory-motor arrangement’ (JD Bernal)
• science that models physical phenomena with a coherent set of
abstract concepts – particles, radiation and fields.
• science of the fundamental building blocks of matter and
interactions– reductionist view: ‘physics underpins all sciences’
Space & time exercise

based on Roger Blin-Stoyle (1997) Eureka:Physics of

Particles, Matter and the Universe. IOP Publishing

Each group needs: A3 sheets of blank paper, pencil

Understanding the natural world:
5 revolutions
1. ancient Greeks introduce mathematical reasoning (e.g. Euclid,
Archimedes ~ 300 BC)
2. Galileo and Newton (17th C) – explain motion of solid bodies in
terms of forces between their constituent particles
3. Faraday and Maxwell (19th C) – continuous fields, as real as
particles, pervade space
4. Einstein (20th C) – space-time, speed of light and gravity
(‘relativity theory’)
5. Einstein et al (20th C) – wave-particle interactions between
matter and radiation (‘quantum theory’)
The Institute of Physics

Unifying ideas in physics

A. Thematic ideas

B. The endeavour of physics (thinking like a physicist)

Richard Feynman

Nobel Prize in Physics, 1965

1981 Horizon programme,

The pleasure of finding things out
effective physics teaching
In the science classroom

What key factors can lead to student success

… or difficulties?
‘Constructing entities’

‘As teachers’ skills develop, they learn a range of

different ways of representing and formulating ideas

in science which make them comprehensible to

students.’

(J Ogborn et al (1996) Explaining science in the classroom

Analogy and metaphor
Consider their roles in
• science
• science education, generally
• physics education
Fossils of old thoughts
In each case, what’s the origin of the term?
• electrical ‘charge’
• thermal ‘conduction’
• heat sink
• anode, cathode and ion
• symbol I for electric current

“To become acquainted with words in their full significance is to

know much about the things that they represent and about
thoughts which other people have had.” Clive Sutton (1992)
Figuring things out with words
‘blanket of cloud’
‘computer virus’
‘biological cells’
‘resistance of a wire’
‘harnessing water power’
‘the heart as a pump’
‘flowing in an electric circuit’
‘the eye as a camera’

Discuss in pairs: What does each phrase mean? What

is the analogy or metaphor from which it derives?
What ‘learning’ can mean
learning as an increase in knowledge
something done by the teacher rather than something you do to or for yourself

learning as memorising
‘getting it into your head’, ideas memorised but not transformed in any way

learning as acquiring facts or procedures to be used

skills and formulae as well as knowledge, but still no transformation

learning as making sense

trying to understand so you can see what’s going on, being able to explain things,
not just remember them

learning as understanding reality

you kind of see things you couldn’t see before, ‘everything changes’
High-quality learning
1. students must see the value of learning
2. students must believe they can do it
3. challenging goals (involving reasoning, not just reproduction)
4. feedback and dialogue on progress toward goals
5. general approaches: from known to unknown; from concrete to
abstract; structure first, then detail
6. time & repetition: multiple contexts, perspectives, representations
7. teach skills as well as content: study skills, thinking skills
- Geoff Petty (2nd ed, 2009) Evidence-based Teaching
Effective teaching
1. start from phenomena (familiar and unfamiliar) when developing
conceptual knowledge
2. engage with misconceptions
3. use a variety of approaches and contexts
4. develop procedural knowledge – how to analyse given situations,
how to solve problems quantitatively
5. practise qualitative and conceptual analysis – go beyond symbol
manipulation - Randall Knight (2004) Five Easy Lessons
Give students glimpses of ‘the big picture’ – making connections,
simplification & modelling
Domains of learning
• cognitive (conceptual): recalling facts, analysing &
synthesising information, applying knowledge

• affective: students take a personal interest in a subject and

learn to express and defend opinions and values. also self-
perception of oneself as a learner

• physical and behavioural: students gain skills in

manipulation and planning, also learn to work both
independently and alongside others in teams
Contextual reading
An overview of physics: popular, historical,
philosophical, or anecdotal

For example,
• J D Bernal (1972) The extension of man
• Bill Bryson (2003) A short history of nearly everything
• A Einstein & L Infield (1938) The evolution of physics
• Richard Feynman (1998) Six easy pieces

• R Feynman (1985) ‘Surely you’re joking, Mr Feynman!’

The student view

‘Students can tell if their teacher is really interested in

what they are teaching.’

Discuss
Reflective diary
Aim
To help with self-development as a physics teacher
• consider how you might make changes
• develop new ways of working

‘Reflection’ can mean

• thinking with a purpose
• being critical, but not negative
• analysing how effective student learning is
• questioning and probing
• making judgements and drawing conclusions
Endpoints

In pairs
Review the intended learning outcomes for the session by
discussing with others.
On your own
Write an entry for your Reflective diary.