Aims of the pronouncement

This presentation will enable you to get to know:

  The origin of the European Higher Education Area (EHEA) and its tasks.

 The strategy of development of academical education in Poland.

  The importance of physics as the queen of natural sciences in such a strategy.

    The social megatrends of our present world.

  The idea of the project concerning the process of teaching "via physics" according to the spirit of new educational tasks.

 

This presentation will enable you to get to know:

  The origin of the European Higher Education Area (EHEA) and its tasks.

 The strategy of development of academical education in Poland.

  The importance of physics as the queen of natural sciences in such a strategy.

    The social megatrends of our present world.

  The idea of the project concerning the process of teaching "via physics" according to the spirit of new educational tasks.

 

The Bologna Declaration On June 19th, 1999 the Ministers of Academical Education representing 29 countries signed a joint declaration called the Declaration of Bologna. It was also determined there that up to 2010 the following aims must be achieved:

On June 19th, 1999 the Ministers of Academical Education representing 29 countries signed a joint declaration called the Declaration of Bologna. It was also determined there that up to 2010 the following aims must be achieved:

A system of readable and comparative professional designations and scientific titles ought to be adopted, among others by implementing a supplement to the diploma, stating the professional qualifications of the graduates in order to improve their possibility of being employed and to ensure the compativity of the European system of academical education all over the world.

A system of readable and comparative professional designations and scientific titles ought to be adopted, among others by implementing a supplement to the diploma, stating the professional qualifications of the graduates in order to improve their possibility of being employed and to ensure the compativity of the European system of academical education all over the world.

  The introduction of a two-grade system of studies, based on two educational cycles. The first one secures the professional graduation as an engineer or licentiate after at least three years of studies. This degree should be acknowledged on the European labour market as an adequate level of competence. The other cycle leads to graduation as M.A. or M.Sc.

The application of a system of pointed credits, based on the European Credit Transfer System, as a measure of supporting the mobility of the students.

  The introduction of a two-grade system of studies, based on two educational cycles. The first one secures the professional graduation as an engineer or licentiate after at least three years of studies. This degree should be acknowledged on the European labour market as an adequate level of competence. The other cycle leads to graduation as M.A. or M.Sc.

The application of a system of pointed credits, based on the European Credit Transfer System, as a measure of supporting the mobility of the students.

• Promotion the mobility of students (access to studies, reduced fees) and of the scientific and administrative personnel (acknowledgement of professional activities carried out in other European countries).•  Promotion of European co-operation in the range of implementing systems which ensure a good quality of education, taking into account comparative criteria and methods of instruction.• Supporting an indispensable dimension of European academic education, particularly in the range of the syllabus, cooperation of academic institutions, forms of mobility, integrated curricula of academic and professional education and researches.

After the meeting in Bologne the ministers responsible for academic education met again in Prague (2001) and Berlin (2003). They stressed there the necessity of developing a strategy of life-long education. They also came to the conclusion that the quality of education and researches would be a decisive factor determining the world-wide attractivity and competivity of the European Higher Education Area. Social importance of EHEA was confirmed with the purpose of ensuring a social solidarity and reducing all kinds of inequality. An access of further countries to the Bolognan Process (up to 40) was agreed upon. The necessity of introducing a third cycle of education on the level of PhD studies was considered to be unavoidable.

 

The Lisbon Strategy  The Process of Bologna is contained in larger

programme, the so-called "development by knowledge", which was accepted by the United European Council in Lisbon (March 23rd-24th, 2000). The aim of this programme, called the Lisbon Strategy, is the development of the European economy, so that in 2010 it might compete and become the most dynamic economy all over the world, basing on a know-how, warranting a larger number of good jobs and closer integrity. The realization of such a programme requires, among others, an economical transformation and a modernization of the education system and social welfare.

At the summit of UE in Barcelona (2002) the following objectives were assigned concerning education:

  The European systems of education and instruction ought to attain their highest level of quality, so that they might serve a model for the entire world, and Europe ought to become the attractive place for students, lecturers and researchers from everywhere.

The European systems of education must be compatible, permitting a free choice of the place of studies and later the place of work.

Qualifications acquired at school as well as professional abilities, the knowledge and skills acquired in any UE country ought to be acknowledged in all the other countries of the European Union.

                                

Europeans should be allowed to learn lifelong.

  The Lisbon Strategy is to help the respective countries of the European Union to cope with arising challenges due to globalization and the growing competition, and also due to the aging of the European society. This also means to compete with the USA, Japan and other rapidly developing Asian countries.

The construction of a "society of knowledge" (a "know-how society") ought to be based on the development of the so-called "key abilities", yielding precedence to the teaching of computer science and natural sciences. This would give physics a chance to gain back its appropriate ranking as a subject of studies.

 

What does physics mean from the viewpoint of physicists ?

"Physics is the most fundamental and comprehensive, branches of natural

sciences, affecting the development of other branches of natural sciences.

Experts in various branches must get familiar with physics, because it plays a fundamental role in the

understanding of all phenomena that surround us. Physics is strictly connected not only with natural sciences, but also with technology, industry and social sciences, military techniques and even mathematics.“

Richard Feyman

"Physics is the most fundamental and comprehensive, branches of natural

sciences, affecting the development of other branches of natural sciences.

Experts in various branches must get familiar with physics, because it plays a fundamental role in the

understanding of all phenomena that surround us. Physics is strictly connected not only with natural sciences, but also with technology, industry and social sciences, military techniques and even mathematics.“

Richard Feyman

"Physics is the basic natural science, dealing with researches concerning the most fundamental and universal properties of matter and phenomena occurring in our environment. These properties result from the interaction of the elementary components of

matter. It is strictly connected with other natural sciences, making use of their achievements and interpreting them. It also offers them access to its own methods and results. A specific relation is to be observed between physics and technology – physics as a mother of technology.

"Physics is the basic natural science, dealing with researches concerning the most fundamental and universal properties of matter and phenomena occurring in our environment. These properties result from the interaction of the elementary components of

matter. It is strictly connected with other natural sciences, making use of their achievements and interpreting them. It also offers them access to its own methods and results. A specific relation is to be observed between physics and technology – physics as a mother of technology.

The results of investigations in physics are sooner or later, but always, applied practically in the construction of new industrial appliances, installations and measuring devices. The practical application of physical discoveries is sometimes effected by the physicists themselves, but most often this is done by engineers and technicians."

Andrzej K.Wroblewski

"The main aim of physics is to find and to know the fundamental laws of nature, on which all physical phenomena depend. The history of sciences indicates a progress towards a deeper and deeper knowledge and understanding, and on each successive level the laws and theories are getting simpler and there are fewer of them (the so-called Okham razor). At present it is expected that the elementary particles and their four fundamental effects (provided they are really fundamental ones) will explain not only the world of small quantities, but also the world of large ones. The same laws of physics which control the elementary particles, control also the stars and galaxies.”

Jay Orear

Why should we teach physics?

· A very important question – most of us teach physics simply because this is our profession. The student wants that what he must learn remains in some connection with his future studies and that it might come in useful in his future professional life. Is it possible to avoid any discrepancy between the teacher’s supply and the student’s demand?

· Knowledge provides man with quite extraordinary possibilities of exploiting resources and controlling the forces of nature, and also points out our aim in life, stressing its sense. Physics constitutes the basis of our knowledge.

· A very important question – most of us teach physics simply because this is our profession. The student wants that what he must learn remains in some connection with his future studies and that it might come in useful in his future professional life. Is it possible to avoid any discrepancy between the teacher’s supply and the student’s demand?

· Knowledge provides man with quite extraordinary possibilities of exploiting resources and controlling the forces of nature, and also points out our aim in life, stressing its sense. Physics constitutes the basis of our knowledge.

• Our knowledge of nature makes it possible to control our fate - insufficient education or its entire lack leads to alienation.

Physical knowledge shapes our scientific attitude, including thirst for knowledge, manual abilities, understanding of technical apparatus, space imagination, capability of adaptation and mental elasticity, initiative, creativity, the skill of planning, designing and investigating, as well as diligence and enthusiasm.

• Our knowledge of nature makes it possible to control our fate - insufficient education or its entire lack leads to alienation.

Physical knowledge shapes our scientific attitude, including thirst for knowledge, manual abilities, understanding of technical apparatus, space imagination, capability of adaptation and mental elasticity, initiative, creativity, the skill of planning, designing and investigating, as well as diligence and enthusiasm.

Ideas, having their source in physics, will continue to constitute central part of modern culture, similarly as it has been the case since the beginning of the 17th century. The development of physics determines also the possibilities of developing many new branches of knowledge and technology, from cosmology and nanoelectronics to biology and medicine. It is physics that determines supremely our opinions and the limitsof our practical activities. Therefore, nobody can be considered to be a specialist or educated personality if he is not familiar with some fundamental notions in the field of physics.

Ideas, having their source in physics, will continue to constitute central part of modern culture, similarly as it has been the case since the beginning of the 17th century. The development of physics determines also the possibilities of developing many new branches of knowledge and technology, from cosmology and nanoelectronics to biology and medicine. It is physics that determines supremely our opinions and the limitsof our practical activities. Therefore, nobody can be considered to be a specialist or educated personality if he is not familiar with some fundamental notions in the field of physics.

               Physics teaches to formulate problems and to find ways of solving them, which is a good school of life for every future engineer.

In the course of their classes of physics the students develop their own methods of carrying out researches by investigating physical phenomena (and not basing on investigations carried out by others – the suppression or reduction of laboratory classes at some faculties is a misunderstanding !).

               Physics teaches to formulate problems and to find ways of solving them, which is a good school of life for every future engineer.

In the course of their classes of physics the students develop their own methods of carrying out researches by investigating physical phenomena (and not basing on investigations carried out by others – the suppression or reduction of laboratory classes at some faculties is a misunderstanding !).

  A menace for the integration of knowledge is the speed which nowadays even the simplest scientific terminology recedes from the common language. This means that we must find a technique of a new way of education and mutual understanding in order to prevent too large differences between schemes of thinking and speaking. Otherwise, the hermetic character of the scientific language of today might make it impossible for the intellectuals to understand the world that surrounds them, and also to see the important creative role which physics plays in our culture. Studying physics may moderate these difficulties and enhance the feeling of the concomitance of sciences. 

  A menace for the integration of knowledge is the speed which nowadays even the simplest scientific terminology recedes from the common language. This means that we must find a technique of a new way of education and mutual understanding in order to prevent too large differences between schemes of thinking and speaking. Otherwise, the hermetic character of the scientific language of today might make it impossible for the intellectuals to understand the world that surrounds them, and also to see the important creative role which physics plays in our culture. Studying physics may moderate these difficulties and enhance the feeling of the concomitance of sciences. 

 What is the reason of such a

position of physics ? Several thousands of years ago, when the first civilizations were being born, man faced the whole surrounding world with his inquisitiveness expressed by the question "why?". His creative amazement resulted in fundamental questions and his endeavour after truth. Thus natural philosophy arose, identified with knowledge. It was then, on the turn of the 7th to the 6th century B.C., that man triad to understand the world on his own. Even when the answer is not obvious, it is worth asking, making use of man's inborn cognitive abilities - thinking and the evidence of senses.

Several thousands of years ago, when the first civilizations were being born, man faced the whole surrounding world with his inquisitiveness expressed by the question "why?". His creative amazement resulted in fundamental questions and his endeavour after truth. Thus natural philosophy arose, identified with knowledge. It was then, on the turn of the 7th to the 6th century B.C., that man triad to understand the world on his own. Even when the answer is not obvious, it is worth asking, making use of man's inborn cognitive abilities - thinking and the evidence of senses.

The ancient Greeks introduced the notion of two indispensable conditions of scientific integrity, namely critical judgment - including interrogation - and self-criticism, which does not permit to take any answer as being true. At that time also the problem of the elementary character was put forward, connected with the question "what is the essence of the problem?", i.e. what is the "arche" of the world (the most fundamental matter, of which nature is constructed).

The ancient Greeks introduced the notion of two indispensable conditions of scientific integrity, namely critical judgment - including interrogation - and self-criticism, which does not permit to take any answer as being true. At that time also the problem of the elementary character was put forward, connected with the question "what is the essence of the problem?", i.e. what is the "arche" of the world (the most fundamental matter, of which nature is constructed).

This problem instilled into the minds of natural historians the instinct of understanding the world as elementary principles. Tsung Dao Lee expressed this idea as follows:

This problem instilled into the minds of natural historians the instinct of understanding the world as elementary principles. Tsung Dao Lee expressed this idea as follows:

"the aim of science is to find such a simple system "the aim of science is to find such a simple system of fundamental principles, by means of which all of fundamental principles, by means of which all

the known matters of fact can be explained, the known matters of fact can be explained, predicting new ones".predicting new ones".

"the aim of science is to find such a simple system "the aim of science is to find such a simple system of fundamental principles, by means of which all of fundamental principles, by means of which all

the known matters of fact can be explained, the known matters of fact can be explained, predicting new ones".predicting new ones".

Albert Einstein

„Science originates from facts

and terminates with facts”

„Science originates from facts

and terminates with facts”

Our contact with the world of stimuli, into which we have been born and in which we live, is the outset of our knowledge of nature. Observed facts are processed into a theoretical model, from which new facts are deduced. The resulting previsions are then checked by new experiences. If what has been checked proves to be negative, the theoretical model is rejected; a positive results of such a check increases the probability of its correctness. That is the way of physics development. Such a paradigm of up-to-date science has been developed for hundreds of years and displays an evolutional character.

Our contact with the world of stimuli, into which we have been born and in which we live, is the outset of our knowledge of nature. Observed facts are processed into a theoretical model, from which new facts are deduced. The resulting previsions are then checked by new experiences. If what has been checked proves to be negative, the theoretical model is rejected; a positive results of such a check increases the probability of its correctness. That is the way of physics development. Such a paradigm of up-to-date science has been developed for hundreds of years and displays an evolutional character.

The model procedure of researches ought to comprise the following stages:

Observations of phenomena occurring naturally or provoked artificially in laboratories and recording the results of these observations (the so-called naked facts). Formulations of generalizations (the so-called

scientific facts). Composition of descriptive models (derivation of

empirical laws, the so-called theory with a small "t"). Composition of causal models, justifying the

empirical laws (Theory with a capital "T"). Checking of the theory.

The model procedure of researches ought to comprise the following stages:

Observations of phenomena occurring naturally or provoked artificially in laboratories and recording the results of these observations (the so-called naked facts). Formulations of generalizations (the so-called

scientific facts). Composition of descriptive models (derivation of

empirical laws, the so-called theory with a small "t"). Composition of causal models, justifying the

empirical laws (Theory with a capital "T"). Checking of the theory.

It ought to be stressed that this model is a stipulated one and that the most important activity in the process of researching is to strike upon good ideas. The formulation of hypotheses is not subject to the rules of logics, and neither to any other rules. It is a heuristic and highly intuitive process. It is God’s bounty.

It ought to be stressed that this model is a stipulated one and that the most important activity in the process of researching is to strike upon good ideas. The formulation of hypotheses is not subject to the rules of logics, and neither to any other rules. It is a heuristic and highly intuitive process. It is God’s bounty.

The teaching of natural sciences

We stipulate that the process of teaching and learning We stipulate that the process of teaching and learning should run similarly as the process of researching.should run similarly as the process of researching. In the course of the first period of teaching, in the secondary school, naturally the first two activities will dominate, i.e. observations and generalizations. The inductive passing over from facts to empirical laws (the so-called mathematical descriptive models) will render an answer to the question "How is it?". Such a procedure should characterize the process of teaching students who have already got their GCE. Such a theory has the function of marshalling the facts constituting our knowledge.

We stipulate that the process of teaching and learning We stipulate that the process of teaching and learning should run similarly as the process of researching.should run similarly as the process of researching. In the course of the first period of teaching, in the secondary school, naturally the first two activities will dominate, i.e. observations and generalizations. The inductive passing over from facts to empirical laws (the so-called mathematical descriptive models) will render an answer to the question "How is it?". Such a procedure should characterize the process of teaching students who have already got their GCE. Such a theory has the function of marshalling the facts constituting our knowledge.

Passing over to a higher level of the theory - which is the case rather at academic schools - is connected with the question "Why is it just so?” followed by the formulation of hypotheses and the derivation of mathematical causal models. The attained theory plays the role of an interpreting function.

The next step should be the checking of the hypotheses, which is done in the laboratory. For this purpose by deductive reasoning conclusions are drawn from the theory, which must be checked experimentally. In this case the theory plays the role of a perspicacious function.

Passing over to a higher level of the theory - which is the case rather at academic schools - is connected with the question "Why is it just so?” followed by the formulation of hypotheses and the derivation of mathematical causal models. The attained theory plays the role of an interpreting function.

The next step should be the checking of the hypotheses, which is done in the laboratory. For this purpose by deductive reasoning conclusions are drawn from the theory, which must be checked experimentally. In this case the theory plays the role of a perspicacious function.

It is quite obvious that not all stages of the research process must be realized in classes, and certainly not all at the same time. But it is the duty of the teacher to make the students discover "something" in some given moment. There is no other way of shaping the key abilities of the student which are so important with respect to his future professional activities. He must experience it on his own cost how hard this may be. This aim is realized by means of activating methods, work in small groups, the playing of different roles by the students. New didactic situations will force us to adapt organizational changes. We shall become the coordinators the active work of the students, observers, advisers (without providing ready-made recipes) and shall no longer dominate at the classes.

It is quite obvious that not all stages of the research process must be realized in classes, and certainly not all at the same time. But it is the duty of the teacher to make the students discover "something" in some given moment. There is no other way of shaping the key abilities of the student which are so important with respect to his future professional activities. He must experience it on his own cost how hard this may be. This aim is realized by means of activating methods, work in small groups, the playing of different roles by the students. New didactic situations will force us to adapt organizational changes. We shall become the coordinators the active work of the students, observers, advisers (without providing ready-made recipes) and shall no longer dominate at the classes.

An excellent way of realizing this postulate (making the teaching process to be similar to research work) is problem teaching. By "problem" we mean a task, which cannot be solved by means of the acquired knowledge. In order to solve a problem task we must activate the so-called productive thinking, the effect of which is some new knowledge (indispensable for the solving of the problem). The solving of any problem is, therefore, a creative act, intellectual creation, and a discovery.

An excellent way of realizing this postulate (making the teaching process to be similar to research work) is problem teaching. By "problem" we mean a task, which cannot be solved by means of the acquired knowledge. In order to solve a problem task we must activate the so-called productive thinking, the effect of which is some new knowledge (indispensable for the solving of the problem). The solving of any problem is, therefore, a creative act, intellectual creation, and a discovery.

CHINESE WISDOMCHINESE WISDOM

„If you think of tommorow - plant rice,

if you think of what might be in twenty years - plant trees,

and if you think of a still farther future - teach your children.”

CHINESE WISDOMCHINESE WISDOM

„If you think of tommorow - plant rice,

if you think of what might be in twenty years - plant trees,

and if you think of a still farther future - teach your children.”

In problem teaching we distinguish the following typical stages:

    Creation of a problem situation.

    Formulation of the problem.

    Presentation of hypotheses of the solution.

    Checking the hypotheses.

    Recording the new knowledge.

 Application of the new knowledge in new situations.

In problem teaching we distinguish the following typical stages:

    Creation of a problem situation.

    Formulation of the problem.

    Presentation of hypotheses of the solution.

    Checking the hypotheses.

    Recording the new knowledge.

 Application of the new knowledge in new situations.

How to teach physics ? Education has become the basis of the development our modern world – the economy based on knowledge and a learning society. The traditional school is no longer the dominating source of information, its competitors being TV, the radio and Internet. The industrial society has been replaced by a society of data processing. This means a transition from the memorizing of information to developing the ability of self-dependent learning, the search for information and selecting it, the application of new techniques of information and communication. This explosion of information, increment of knowledge, leads to tensions between the possibilities of the human mind and the enormous mass of required (and available) information.

Education has become the basis of the development our modern world – the economy based on knowledge and a learning society. The traditional school is no longer the dominating source of information, its competitors being TV, the radio and Internet. The industrial society has been replaced by a society of data processing. This means a transition from the memorizing of information to developing the ability of self-dependent learning, the search for information and selecting it, the application of new techniques of information and communication. This explosion of information, increment of knowledge, leads to tensions between the possibilities of the human mind and the enormous mass of required (and available) information.

These megatrends of our modern indicate the necessity of life long learning and facing new educational tasks. On the primary and secondary and still higher level these latter have been formulated as an educational strategy being realized already for several years (exactly six; this year the first candidates for secondary-school certificates have to take the so-called new GCS). On the academical school level these tasks have been expressed in the strategy of academical education. All over the world these strategies differ widely (also in Europe) and are hardly comparable. The European integration aims at a harmonization of educational systems within the frame of the EHEA (in the process of Bologna).

These megatrends of our modern indicate the necessity of life long learning and facing new educational tasks. On the primary and secondary and still higher level these latter have been formulated as an educational strategy being realized already for several years (exactly six; this year the first candidates for secondary-school certificates have to take the so-called new GCS). On the academical school level these tasks have been expressed in the strategy of academical education. All over the world these strategies differ widely (also in Europe) and are hardly comparable. The European integration aims at a harmonization of educational systems within the frame of the EHEA (in the process of Bologna).

The "Strategy of the development of academical education in Poland up to the year 2010", issued by the Ministry of National Education and Sport, boasts with a more than threefold growth of the number of students in the last decade of the 20th century. This is treated as a transition from privileged to public education. And here are some numbers: Poland - 43.7%, USA - 81%, Norway - 62% of young people within the age of 19 - 24 years. Our point-blank experience has proved that such a rise in quantity has decreased the quality. The Ministry specifies in the quoted document in more details the first aim of making academical education available for 65% of young people in the year 2010.

The "Strategy of the development of academical education in Poland up to the year 2010", issued by the Ministry of National Education and Sport, boasts with a more than threefold growth of the number of students in the last decade of the 20th century. This is treated as a transition from privileged to public education. And here are some numbers: Poland - 43.7%, USA - 81%, Norway - 62% of young people within the age of 19 - 24 years. Our point-blank experience has proved that such a rise in quantity has decreased the quality. The Ministry specifies in the quoted document in more details the first aim of making academical education available for 65% of young people in the year 2010.

The second aim is to improve the quality and effectiveness of studies. For this purpose in 2002 the State Accreditation Committee was called into being. The duties of this Committee comprise, among others, the assessment of the quality of education (determi-nation the criteria of marks), taking into account the constantly changing requirements of the labour market, judging about the necessity of establishing new schools and disciplines. The Committee is to be supplemented by creating Central Examination Commission of Higher Education controlling the state of knowledge and know-how. The system of granting professional certificates (adapted to the requirements of the European Union and world-wide standards) determines the minimum of knowledge and abilities.

The second aim is to improve the quality and effectiveness of studies. For this purpose in 2002 the State Accreditation Committee was called into being. The duties of this Committee comprise, among others, the assessment of the quality of education (determi-nation the criteria of marks), taking into account the constantly changing requirements of the labour market, judging about the necessity of establishing new schools and disciplines. The Committee is to be supplemented by creating Central Examination Commission of Higher Education controlling the state of knowledge and know-how. The system of granting professional certificates (adapted to the requirements of the European Union and world-wide standards) determines the minimum of knowledge and abilities.

Resulting from this the following changes are to be mentioned:

Expansion of the system of individual studies.                   Didactic counseling (tutorial system).

Generalization of the syllabi and didactic tenders.

   System of evaluation of the lecturers.

Standardization of examinations and extramural exams.

Resulting from this the following changes are to be mentioned:

Expansion of the system of individual studies.                   Didactic counseling (tutorial system).

Generalization of the syllabi and didactic tenders.

   System of evaluation of the lecturers.

Standardization of examinations and extramural exams.

The third aim of the Ministry of National Education and Sport is "education for a job - work after education". Global education is based on knowledge and technologies of information and telecommu-nication and requires instruction in new know-haws in all branches and professions, including those, which are still in the making. Education must tend towards the future, which means an intensification of the ability to analyze, to develop new ideas and to show initiative. Access to the Internet and statistic software is inevitable, as well as the ability to prepare presentations at seminars and websites. More students should be allowed to study technical subjects by arising their interest in mathematics, logics and other natural sciences.

The third aim of the Ministry of National Education and Sport is "education for a job - work after education". Global education is based on knowledge and technologies of information and telecommu-nication and requires instruction in new know-haws in all branches and professions, including those, which are still in the making. Education must tend towards the future, which means an intensification of the ability to analyze, to develop new ideas and to show initiative. Access to the Internet and statistic software is inevitable, as well as the ability to prepare presentations at seminars and websites. More students should be allowed to study technical subjects by arising their interest in mathematics, logics and other natural sciences.

The teaching of physics ought to simulate the process of researching and have to be the problem teaching. Due to the rather scarce number of hour devoted to the teaching of this subject at other faculties than ours, two ways of instructing may be applied. One of them is an if possible complete course of physics, realized superficially - basing rather on lectures, and the knowledge of the students is only controlled (didactic encyclopedias). Another approach assumes a comprehensive and deep analysis of some physical phenomena, concerning mainly some selected branches of physics -applying activating methods and checking mainly the know-how (teaching "via physics").

The teaching of physics ought to simulate the process of researching and have to be the problem teaching. Due to the rather scarce number of hour devoted to the teaching of this subject at other faculties than ours, two ways of instructing may be applied. One of them is an if possible complete course of physics, realized superficially - basing rather on lectures, and the knowledge of the students is only controlled (didactic encyclopedias). Another approach assumes a comprehensive and deep analysis of some physical phenomena, concerning mainly some selected branches of physics -applying activating methods and checking mainly the know-how (teaching "via physics").

Teaching via physics is a process of forming so-called key Teaching via physics is a process of forming so-called key abilities. The process ought to:abilities. The process ought to:

Develop versatile minds, ready to learn continuously (preparation for the finally intended job).

  Improve the ability of creative thinking with the purpose of solving problems which may turn up.

  Provide good or even very good fundamentals within the range of the methodology of physical sciences as the basis of some narrow specialization.

  Develop the ability of planning, organizing and assessing one’s knowledge and feeling oneself responsible for it.

Teaching via physics is a process of forming so-called key Teaching via physics is a process of forming so-called key abilities. The process ought to:abilities. The process ought to:

Develop versatile minds, ready to learn continuously (preparation for the finally intended job).

  Improve the ability of creative thinking with the purpose of solving problems which may turn up.

  Provide good or even very good fundamentals within the range of the methodology of physical sciences as the basis of some narrow specialization.

  Develop the ability of planning, organizing and assessing one’s knowledge and feeling oneself responsible for it.

Train the ability of effective and assertive mutual consultation in various situations.

Provide opportunities for public pronouncements.

Develop the ability of effective cooperation in a team and to take collective or individual decisions.

Provide opportunities to make use of various sources of informations, to select these informations and process them as well to create new informations.

These are the so-called key abilities.These are the so-called key abilities.

 

Train the ability of effective and assertive mutual consultation in various situations.

Provide opportunities for public pronouncements.

Develop the ability of effective cooperation in a team and to take collective or individual decisions.

Provide opportunities to make use of various sources of informations, to select these informations and process them as well to create new informations.

These are the so-called key abilities.These are the so-called key abilities.

 

Projecting the didactic process

Projecting the didactic process proceeds in steps in compliance with a given scheme, which is a system with a back coupling. There are three main phases in the scheme of the teaching process projecting:

Projecting the didactic process proceeds in steps in compliance with a given scheme, which is a system with a back coupling. There are three main phases in the scheme of the teaching process projecting:

Projecting the didactic process:Projecting the didactic process:Projecting the didactic process:Projecting the didactic process:

In the phase of planning the main purpose is to build up the catalogue of operation aims (the so-called result plan). Previously we have to state subject matter to be taught and also take into account standards of educational requirements as well as the educational aims:

In the phase of planning the main purpose is to build up the catalogue of operation aims (the so-called result plan). Previously we have to state subject matter to be taught and also take into account standards of educational requirements as well as the educational aims:

Phase of planningPhase of planning

::

Phase of planningPhase of planning

::

RESULTRESULT PLANPLAN ((catalogue of catalogue of

operation aimsoperation aims ))

RESULTRESULT PLANPLAN ((catalogue of catalogue of

operation aimsoperation aims ))

REQUIREMENTSREQUIREMENTSREQUIREMENTSREQUIREMENTS

EDUCATION EDUCATION AIMS, AIMS,

STANDARDSSTANDARDS

EDUCATION EDUCATION AIMS, AIMS,

STANDARDSSTANDARDS

MATERIAL OF EDUCATION

MATERIAL OF EDUCATION

The phase of realization begins with didactic measurement at the input and ends with the measurement at the output. Procedures applied to achieve the aims are a very important tool in the phase of realization: activating methods of teaching, instruments of evaluation and testing:

The phase of realization begins with didactic measurement at the input and ends with the measurement at the output. Procedures applied to achieve the aims are a very important tool in the phase of realization: activating methods of teaching, instruments of evaluation and testing:

Phase of realization:Phase of realization: Phase of realization:Phase of realization:

The phase of reflexion contains:The phase of reflexion contains:The phase of reflexion contains:The phase of reflexion contains:

The phase of reflexionThe phase of reflexion ::The phase of reflexionThe phase of reflexion ::

Our didactic process is well projected if all students are included inside so-called flow channel. We can see that in the following diagram:

Our didactic process is well projected if all students are included inside so-called flow channel. We can see that in the following diagram:

ANXIETY ANXIETY

BOREDOM BOREDOM

CHANNEL OF FLOW

CHANNEL OF FLOW

1 2 3

20

40

60

80

0

A1A1

A22A22

ABILITIES

LEVEL OF REQUIREMENTS

A3A3

Exemplary standards of requirements:Exemplary standards of requirements:

I. Knowledge and understanding.

• Application of notions and physical quantities in descriptions of phenomena

• Explanation of phenomena and principles of the operation of technical appliances basing on physical laws

II. Making use of information.

• Reading and analyzing information contained in the text and tables, in diagrams and drawings

• Supplementation of missing elements in the diagram, drawing, table or text.

• Planning of experiments, prediction of results.

I. Knowledge and understanding.

• Application of notions and physical quantities in descriptions of phenomena

• Explanation of phenomena and principles of the operation of technical appliances basing on physical laws

II. Making use of information.

• Reading and analyzing information contained in the text and tables, in diagrams and drawings

• Supplementation of missing elements in the diagram, drawing, table or text.

• Planning of experiments, prediction of results.

III. Composition of information.

• Application of notions and physical laws in the process of solving theoretical and practical problems.

• Construction of physical and mathematical models for the description of encountered phenomena.

• Experiments, analyses and presentation of the obtained results.

III. Composition of information.

• Application of notions and physical laws in the process of solving theoretical and practical problems.

• Construction of physical and mathematical models for the description of encountered phenomena.

• Experiments, analyses and presentation of the obtained results.

Some remarks about teaching aims:

The aims of teaching are the effects, which we want to attain. We distinguish between general and operative aims. General aims indicate the direction of our pedagogical aspirations, expressed as standards of requirements (syllabi) and educational purposes. Operative aims constitute a precise, detailed and concrete description of the results which are to be obtained by the students as their achieve ments and these aims make the result plan. A few examples of educational aims are as follows:

• Ability of making observations, describing, explaining and predicting phenomena making use of physical laws and models.

Some remarks about teaching aims:

The aims of teaching are the effects, which we want to attain. We distinguish between general and operative aims. General aims indicate the direction of our pedagogical aspirations, expressed as standards of requirements (syllabi) and educational purposes. Operative aims constitute a precise, detailed and concrete description of the results which are to be obtained by the students as their achieve ments and these aims make the result plan. A few examples of educational aims are as follows:

• Ability of making observations, describing, explaining and predicting phenomena making use of physical laws and models.

• Ability of presenting the results of one’s own observations, experiments and considerations.

• Recognition of the fundamental laws (ideas) describing the progress of physical and astronomical phenomena in nature.

• Application of one’s knowledge and abilities in engineering.

• Awareness of the limits of applicability of physical laws and models.

• Ability of presenting the results of one’s own observations, experiments and considerations.

• Recognition of the fundamental laws (ideas) describing the progress of physical and astronomical phenomena in nature.

• Application of one’s knowledge and abilities in engineering.

• Awareness of the limits of applicability of physical laws and models.

Determination of the aims of teaching in their operative form consists in a change of the general aims into operative ones and comprises the following stages:

• Denomination of the activity.

• Description of the conditions of realizing this activity.

• Stating the criterion, in compliance with which the activity may be considered as having been realized.

• Assignment of the activities an aim taxonomy category (AC), a requirement level (RL) and an examination standard (ES).

Determination of the aims of teaching in their operative form consists in a change of the general aims into operative ones and comprises the following stages:

• Denomination of the activity.

• Description of the conditions of realizing this activity.

• Stating the criterion, in compliance with which the activity may be considered as having been realized.

• Assignment of the activities an aim taxonomy category (AC), a requirement level (RL) and an examination standard (ES).

A suitable example of the above describing procedure is presented now. The student:

• Recognizes the granular tissue (activity).

• On the micro slide, working with an optical microscope with a magnifying power of 40 times (conditions).

• Indicating in the course of four minutes at least five elements observed in the preparation (criterion).

A suitable example of the above describing procedure is presented now. The student:

• Recognizes the granular tissue (activity).

• On the micro slide, working with an optical microscope with a magnifying power of 40 times (conditions).

• Indicating in the course of four minutes at least five elements observed in the preparation (criterion).

An important tool for creating the result plan is the so-called taxonomy of the aims of teaching. This is a hierarchical classification of the aims of teaching extending beyond the subject matter. It comprises two levels and four categories (A, B, C and D):

• The level of knowledge – memorization (A) and understanding (B).

• The level of abilities - application in typical situation (C) and application in problem situation (D).

An important tool for creating the result plan is the so-called taxonomy of the aims of teaching. This is a hierarchical classification of the aims of teaching extending beyond the subject matter. It comprises two levels and four categories (A, B, C and D):

• The level of knowledge – memorization (A) and understanding (B).

• The level of abilities - application in typical situation (C) and application in problem situation (D).

The aims are important, The aims are important, but investigation to the aim but investigation to the aim

are equally essential are equally essential !!

The aims are important, The aims are important, but investigation to the aim but investigation to the aim

are equally essential are equally essential !!

A real part of the operative aim, especially for students, is levels of requirements. The formulation of requirements is a self-dependent and creative activity of the teacher. It consists in the assignment of an adequate value to any given aim, depending on the so-called context. We distinguish the following levels of requirements:

• Fundamental (F) - satisfactory mark.

• Extensive (E) - good mark.

• Supplementary (S) - very good mark.

A real part of the operative aim, especially for students, is levels of requirements. The formulation of requirements is a self-dependent and creative activity of the teacher. It consists in the assignment of an adequate value to any given aim, depending on the so-called context. We distinguish the following levels of requirements:

• Fundamental (F) - satisfactory mark.

• Extensive (E) - good mark.

• Supplementary (S) - very good mark.

Criteria of the stratification of Criteria of the stratification of teaching aims according to requirements teaching aims according to requirements levels contain accessibility, educational levels contain accessibility, educational value, reliability (scientific certainty, value, reliability (scientific certainty, durability in the culture), inevitability durability in the culture), inevitability within the frame of the subject within the frame of the subject interdisciplinary inevitability, interdisciplinary inevitability, utility in utility in future professional life. An exemplary future professional life. An exemplary result plan built up according to the above result plan built up according to the above mentioned principles is presented below.mentioned principles is presented below.

Criteria of the stratification of Criteria of the stratification of teaching aims according to requirements teaching aims according to requirements levels contain accessibility, educational levels contain accessibility, educational value, reliability (scientific certainty, value, reliability (scientific certainty, durability in the culture), inevitability durability in the culture), inevitability within the frame of the subject within the frame of the subject interdisciplinary inevitability, interdisciplinary inevitability, utility in utility in future professional life. An exemplary future professional life. An exemplary result plan built up according to the above result plan built up according to the above mentioned principles is presented below.mentioned principles is presented below.

Nr The student AC RL ES1 Knows the integral expression for work A F I.1

2 Quotes examples of conservative forces B F I.1

3Can prove that the work of the conservative force equals the decrement of a body potential energy Ep

C E III.2

4Motivates the principle of the conservation of mechanical energy

B E I.2

5Solves typical problems concerning the changing Ep of gravitation and elasticity into kinetic energy Ek and vice versa

C S III.1

6 Can calculate the mechanical energy of a satellite C E III.1

7Explains the idea of the binding energy of a bodies system

B E I.2

8Solves problem tasks connected with the conversion of mass to energy

D S III.1

And finally some "positive" practical conclusions:

• Information and motivation are equally necessary for your students; tell them what they have to reach.

• If the students start to learn only half-heartedly, deepen the aims and restrict the subject matter.

• When you teach, avoid unnecessary knowledge.

• The results of learning are exposed best in the student activities, when he applies his knowledge and abilities in actual challenges that he has to face in his life.

And finally some "positive" practical conclusions:

• Information and motivation are equally necessary for your students; tell them what they have to reach.

• If the students start to learn only half-heartedly, deepen the aims and restrict the subject matter.

• When you teach, avoid unnecessary knowledge.

• The results of learning are exposed best in the student activities, when he applies his knowledge and abilities in actual challenges that he has to face in his life.

Thank you for Your attentionThank you for Your attentionThank you for Your attentionThank you for Your attention