Improving The Teaching of Physics :: Learning Education Papers

What this paper is all about I depart attempt to provide answers to the question of how one can facilitate the attainment of deep conceptual understanding of physical concepts and make learning much meaningful to students. I will do this by using the results of some(prenominal) physical science education researches as anchored on some important difficulties physics educators have in teaching physics.The problems in physics teaching over the years, physics education has been beset with a multitude of problems. The most oblige is how to teach physics to the students so that they will understand it, and appreciate it. An offset printing of this difficulty is the problem of retaining in the program those students who have initially distinct to study in physics. Seymour andHewitts (1997) study on why undergraduates surrender the sciences revealed that students switch not because they lack the psychical ability. The three main concerns for fracture are the lack or loss of que st, belief that a non-SME offers a better education, and poor teaching of SME faculty.Looking at these reasons, we realize that the concomitant is not at all hopeless. I believe that we could do something to credit these terminations. The scenario would have been pathetic if the primary reason for the switch is the students lack of mental ability. As I see it, the issue of lack/loss of interest and the belief that SME offers a better education is brought about or change by the issue of poor teaching of SME faculty. If we can address the issue of poor teaching we will essentially be addressing the two former(a) issues. If we can better teach physics then this can be a source of motivation for students to stay in physics.Another major problem in physics education is that students do not egress to gain as much knowledge out of their physics courses as desired. The most probable reason for this is the over-dependence of physics instructors on using the traditional bring up. Lectur es in physics can be an incredibly unresisting experience for students, particularly dangerous for those who believe that if they can follow the professor, theyve master the material (Tobias, 1990).In this paper I will be presenting ways in which we can improve large lecture classes in graze to make learning more meaningful for students. The motivation for this is my belief that lecture halls will still continue to pervade physics departments. Reducingthe emergence of student- teacher ratio is a far-fetched reality.