UID:
almahu_9948342421502882
Format:
1 online resource (various pagings) :
,
illustrations (some color).
ISBN:
9780750322249
,
9780750322232
Series Statement:
IOP series in physics education
Content:
The role of university is changing under the pressure of external, largely economic and cultural forces. The call to increase recruitment of students to STEM subjects is predicated on their strategic importance for the economy. However, the notion of university physics as a purely vocational training is attractive neither to students nor to their teachers, and is contrary to the ethos of the discipline. This book argues that problem-based approaches to learning offers the prospect of widening the appeal of physics to potential students and employers, while maintaining its intellectual rigour and providing increased support for employability. The text brings together innovations in university teaching based on learning theories, research and the author's experience, to present problem-based pedagogies for physics and, by implication, other disciplines. It looks at the practicalities of various implementations of problem-based approaches, developed from the original form of PBL, and at the costs and benefits as well as some of the potential pitfalls. It is valuable reading for curriculum designers of undergraduate and postgraduate programmes and academics working in the field of physics education. Part of IOP Series in Physics Education.
Note:
"Version: 20191001"--Title page verso.
,
1. Teaching and learning in higher education -- 1.1. The changing environment -- 1.2. Developments and drivers -- 1.3. Strategically important subjects -- 1.4. Supply side -- 1.5. Innovations in pedagogy -- 1.6. Excellence and curriculum design -- 1.7. Problem-based approaches
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2. The curriculum and design science -- 2.1. How students learn -- 2.2. The learning cycle -- 2.3. Affective learning : motivation -- 2.4. History of problem-based approaches -- 2.5. Enquiry and collaboration -- 2.6. Research-teaching nexus -- 2.7. Technology -- 2.8. Constructive alignment : design science -- 2.9. Personalised curriculum
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3. Alignment -- 3.1. Outcomes -- 3.2. Engagement -- 3.3. Metacognition -- 3.4. Formative and summative assessment -- 3.5. Authentic assessment -- 3.6. Authenticity and employability
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4. Implementing problem-based approaches -- 4.1. What is a 'problem'? -- 4.2. The learning cycle -- 4.3. Scaffolding problem-based approaches -- 4.4. Managing problem-based approaches : shapes and sizes -- 4.5. Managing problem-based approaches : facilitation -- 4.6. Managing problem-based approaches : groups -- 4.7. Managing assessment and feedback -- 4.8. Managing change -- 4.9. Putting it together : an example
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5. Problem-based physics (and other disciplines) -- 5.1. Sources of problems -- 5.2. Laboratory PBL -- 5.3. Induction -- 5.4. Other disciplines -- 5.5. Management
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6. Do problem-based approaches work? -- 6.1. Results from active learning -- 6.2. Meta-analyses of the impact of PBL -- 6.3. Employers' views on graduate employability -- 6.4. Buy-in from staff and senior management -- 6.5. Problem-based approaches across cultures -- 6.6. The future of problem-based pedagogies
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7. Problem-based approaches : looking to the future -- 7.1. Structural change : the teaching focussed lecturer -- 7.2. Physics and society -- 7.3. What is physics? -- 7.4. Interdisciplinarity -- 7.5. Personalised curricula -- 7.6. Sustainability.
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Also available in print.
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Mode of access: World Wide Web.
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System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.
Additional Edition:
Print version: ISBN 9780750322225
Language:
English
DOI:
10.1088/2053-2563/ab3803
URL:
https://iopscience.iop.org/book/978-0-7503-2224-9
Bookmarklink
