Physics Pedagogy and Classroom Practice
Core concepts
A candidate should understand how students learn physics: misconceptions, constructivism, inquiry-based learning, formative and summative assessment, differentiation, and the role of practical work. Know common physics misconceptions (e.g., force is needed to keep an object moving; heavier objects fall faster; current is 'used up' in a circuit) and strategies to challenge them - predict–observe–explain demonstrations, cognitive conflict, and peer discussion. Understand Bloom's taxonomy for framing questions and the value of multiple representations (graphs, diagrams, equations, words).
Common traps
- Treating formative assessment as grading rather than feedback for learning.
- Assuming a correct verbal answer means conceptual understanding; probe with novel contexts.
- Over-relying on lectures; practical work should have a clear conceptual purpose, not just 'fun'.
- Ignoring safety and risk assessment in practical planning.
- Confusing differentiation (adapting to learner needs) with lowering standards.
Worked example
A class believes a moving object must have a force pushing it. Show a puck sliding on a frictionless surface, ask students to predict what happens when the push stops, then reveal it continues at constant velocity. This predict–observe–explain sequence creates cognitive conflict and supports conceptual change.
Rule of thumb
Plan each lesson around a clear learning objective, elicit prior ideas, challenge misconceptions with evidence, and assess understanding formatively before summative testing.