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Physics Educator Certification in the United States and the Netherlands United States and the Netherlands
Erin Fosnocht
Physics Educator Certification in the United States and the - - PowerPoint PPT Presentation
Physics Educator Certification in the United States and the - - PowerPoint PPT Presentation
Physics Educator Certification in the United States and the Netherlands United States and the Netherlands Erin Fosnocht Rendering the Problem: Methods of Physics Education Methods of Physics Education Conflicting Educational Methods Focus on
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Conflicting Educational Methods
Focus on the Fundamentals Primary Advocates Emphasize Real-World Physics Primary Advocates Primary Advocates American University Professors Dutch Curriculum Reform Commissions Primary Advocates American Secondary School Teachers Dutch Curriculum Reform Commissions
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Physics Education in the United States
- Mandatory General Science Course
- Ages 14-15
- Cursory survey of physics, chemistry, and related topics
- High School Physics in Virginia
- Not mandatory or encouraged
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The Dutch Education System
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Physics Education in the Netherlands
- Mandatory for all HAVO and VWO Students
- Ages 13-15
- Includes theories, formulas, units, and laboratory activities
- VWO Science Track
- 3 more years of physics
- Includes Quantum Mechanics, Relativity, and Particle Physics
- Final Examinations
- Mandatory for all students
- Focus on either formula-based or practical physics
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Physics Educator Certification Physics Educator
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Netherlands
HBO Bachelor of Education of Physics University (WO) Bachelor’s Degree HAVO, VWO, or Upper-Level VMBO Grade Two Certification
Pathways
WO Master of Physics with Educational Training WO Master of Physics and Education Grade Two Certification Teaching Years 1-3 of HAVO and VWO Grade One Certification Teaching Years 1-6 of HAVO and VWO HBO Master of Education and Physics
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Personal Perspectives: Dutch Physics Teachers Dutch Physics Teachers
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Ben Groenen
Believes that “ideally, [physics should be] linked with other should be] linked with other subjects, but in the higher levels, you must focus on the subject on its own”
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Joris de Graaf
Tries to strike a balance between doing “cool stuff” in between doing “cool stuff” in class and demonstrating the rigor of upper-level physics
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Conclusions Conclusions
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