University of Udine
Interdepartmental Centre for Research in Education (CIRD)
Physics Department
Home
Organization
1.

Scientific programme

2. A seminar, not a conference
3. The programme
4. Participants
5. A working definition of the seminar
6. Outcomes
7. Application and contributions
8. Logistics
9. Travel
10. Conference fees
11. Payments
12. Deadlines
13. General information
14. Abstracts of the contributions
15. Contribute for the round tables
16. Forum
17. Arrivo a Udine - Welcome, registration, opening session
18. Proceedings
 

1. SCIENTIFIC PROGRAMME

1.1 The aims of the Seminar

  • The Seminar aims to bring together those who are involved with the training of teachers to teach physics throughout the school age range in order that participants will be able to share ideas concerned with ‘how to teach student teachers to teach physics in schools’.
  • It will focus on what teacher trainers can do with their students in preparing them for work in school, but it will also consider the means, practices, resources and support that encourage and enable physics teachers to achieve, maintain and enhance good quality teaching throughout their professional lives.
  • The Seminar hopes to bring together teacher trainers, scientists from universities and industry, researchers in education and school teachers united in a common aim to improve the quality of physics education.

1.2 Why is the seminar necessary at this time?

  • The many factors that make the seminar timely include:
  • A new emphasis on the professionalism of teachers that requires a complex interaction of subject knowledge with technical, pedagogical, social, administrative and organisational skills.
  • The challenge, in many countries, to recruit and retain in the profession enough high quality physics teachers, at a time when physics graduates have a wide choice of careers available to them.
  • The educational demands of a scientific and technologically based society where few citizens understand science well enough to take part in scientific debate on issues of direct concern, and many public figures are proud of the fact that they are not scientifically literate.
  • The need for teachers to improve their approach to teaching physics so that recent and relevant scientific knowledge is taught to students in a highly motivating way. Abstract physics must give way to physics in context for most, whilst at the same time preparing others for higher education in physics which may be of an abstract aproach. Tools and methods must be offered to students rather than answers to questions which have not been asked.
  • The need for physics/science education -o begin at kindergarten and continue throughout schooling. Young students have an enthusiasm for scientific investigation and this needs to be nurtured early and encouraged for all students. Good physics/science education is essential for those who teach our youngest children as it is known that many future scientists have already decided to study science before they leave primary school.
  • The likelihood that the mission, organisation and cooperation of Institutions (Universities - Physics and Education Departments - and Teacher Training Colleges) may need to change. There is more to teacher training, and training for other professions too, than subject knowledge!
  • There exists of a vast amount of research on teaching and learning that should be properly utilised in meeting the needs of the trainee teacher.
  • The interation of teacher training institutions and schools in the training of teachers