Osilasi

Deskripsikan bagaimanakah anda mengajarkan fenomena osilasi pada siswa

SMA :
a. Apakah tujuan pembelajarannya ?
b. Apa Ide/konsep-konsep Fisika yang tercakup didalamnya ?
c. Bagaimana strategi dan aktivitas pembelajaran yang akan dilakukan ?
 The problem?
• Science teachers teaching out of specialism may
become secure in their subject knowledge but
may not have the pedagogical knowledge to
deliver it in the most effective ways
• A lack of confidence with unfamiliar topics may
promote teaching through ‘content delivery’
rather than developing opportunities for Inquiry
Based Learning
 What is PCK?
• The term Pedagogical Content Knowledge was introduced in 1986 by Shulman
to reinforce the importance of links between:
• teachers’ subject knowledge
• pedagogical knowledge
• understanding of classroom context and
• the needs of individual learners.
• PCK deconstructs the strategies successful teachers use to allow learners to
access specific ideas or concepts effectively.
• PCK includes "the most useful forms of representation of
[topics], the most powerful analogies, illustrations,
examples, explanations, and demonstrations - in a word,
the ways of representing and formulating the subject that
make it comprehensible to others”

• “Pedagogical content knowledge also includes an

understanding of what makes the learning of specific
topics easy or difficult: the conceptions and
preconceptions that students of different ages and
backgrounds bring with them to the learning of those
most frequently taught topics and lessons.“
 Wider implications?

Duggan-Haas et al (2000)
suggest clearer links are
needed between
Pedagogical Knowledge,
Content Knowledge and
other required standards
for Science teaching in the
US.

Similar potential exists in

the UK for new curriculum
developments.

Duggan-Haas, Enfield and Ashmann (2000) Electronic Journal of Science Education V4 N3.
Accessed 13/4/12 at https://www.msu.edu/~dugganha/PCK.htm
CoRe: A way to build
pedagogical
content knowledge
The framework CoRe identifies important concepts with a topic and
encourages reflection on the following:

• What do you intend the students to learn about this idea ?

• Why is it important for students to know this ?
• What else do you know about this idea (that you do not intend students to
know yet).
• Difficulties/limitations connected with teaching this idea.
• Knowledge about students’ thinking (including misconceptions) which
influences your teaching of this idea.
• Other factors that influence your teaching of this idea.
• Teaching procedures (and particular reasons for using these to engage with this
idea).
• How would you ascertain student understanding of, or confusion about, this
idea ?
- Opportunities for How Science Works.
- Opportunities for Assessment Activities (formative/summative).
An example of a PCK Framework (CoRe)
An example of a PCK Framework (CoRe)

Framework adapted to
develop student thinking
about the place of
activities linked to
‘How Science Works’
An example of a PCK Framework
Assessment is now an
integral component of the
PCK framework
 Assessing Practicals
The task has three components:

• An overview of intended learning outcomes of a series of practicals;

• A review of intended learning outcomes of each practical;
• A more detailed evaluation of each practical:
• Were the learning outcomes met? How do I know?
• What worked well and why?
• How does this practical session relate to How Science Works?
• What other forms of assessment could I have included?
• How would I change my ILOs for next time?
• How could I modify the activity to meet the ILOs more effectively?
• What links could I make to other topics?
• What could I change in my PCK framework?
Review of Intended Learning Outcomes
Any Questions ?