Problem-oriented physics class

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The problem-oriented physics lesson is one of the methodical forms for structuring physics lessons. His method is based on the one hand on how physics works as a science and on the other hand on how this can be designed in class . The problems that are dealt with in problem-oriented physics lessons can be borrowed from physics. The task of the lesson is to develop these problems in a way that encourages learning.

One of the main tasks of physics is to explain physical facts. Accordingly, the typical physical problems are those that require explanations of physical facts. For problem-oriented physics lessons, this would mean teaching how physical facts are explained in physics. Understood in this way, the problem-oriented physics lessons are not based on the real-life problems of the students, but primarily on scientific explanatory tasks. In physics didactics, it is up for discussion whether problem-oriented physics lessons should be more oriented towards contextual problems in everyday life or problems in the specialist field of physics .

procedure

The process is usually as follows:

a) Determination of the facts to be explained and its experimental or symbolic demonstration

b) Analysis of the problem

c) Formulating the problem question

d) Use of existing knowledge

e) Developing new knowledge

f) Development and testing of problem solving

g) Application of the solution to other issues.

A typical explanation in physics is done with the help of quantitative laws . A physical problem, as it is often leading to physics lessons, is the ( inductive ) elaboration of such laws. The course of this lesson is as follows:

c) Formulating the problem question

d) Formation of hypotheses , planning an experiment

e) Carrying out the planned experiment and checking the hypotheses

f) Evaluation of the measurement results, development of the general law, review of the law

g) Application of the law to other cases.

The problem question

The formulation of the problem question is of great importance in this process. It decides whether the problem in physics lessons can develop in a way that promotes learning and whether it can be solved. The problem question must meet a wide variety of didactic criteria. It must be meaningful, clear, unambiguous and precise, it must be motivating for the students, it must be able to be answered briefly within a given time. Often it is even demanded that it should face the students themselves and not be given by the teacher.

literature

  • Josef Leisen: Problem-oriented teaching and task culture . In: Mikelskis-Seifert, Rabe (Ed.): Physikmethodik - Handbook for Secondary School I and II . Berlin 2007. pp. 82-94.
  • Karl Knoll: Physics Education: Theory and practice of physics teaching in lower secondary . Berlin [u. a.] 1970.

Footnotes

  1. ↑ Leisen: "Problem-oriented teaching and task culture", in: Mikelskis-Seifert, Rabe (Ed.): "Physikmethodik - Handbook for secondary level I and II", Berlin 2007, pp. 82–94.
  2. ↑ ibid., P. 82f.
  3. ↑ Knoll: "Didactics of Physics. Theory and Practice of Physics Lessons in Secondary Level I", Berlin [u. a.] 1970, p. 74ff.
  4. ↑ Vetter: "How to ask a problem question in physics lessons. A proposal with the help of the theory of science", Grin-Verlag, Munich [u. a.] 2010, p. 2.