Physics Education

Program description

The Bachelor of Science in Physics Education is a three-year degree program that prepares students to be licensed as secondary physics teachers. The program will engage the learners in the Demonstration Teaching and in-classroom field experience components, which prepare teacher candidates for the classroom. Candidates develop and refine their teaching skills through a series of sequential real classroom experiences beginning with observations of classroom instruction to prepare candidates for authentic and collaborative teaching experiences in secondary school settings.

The overall aim of the course is to allow candidates to develop the knowledge and skills required to teach Physics at Secondary School level. The studies will contain all of the core material of the Physics degree, including quantum mechanics, electromagnetism, atomic, nuclear and particle physics. In addition, you will also develop your teaching skills by taking modules in Education and practical school placements.

The programme teaches the fundamentals of Physics as a core science and practical classes will enhance students’ understanding of the principles and techniques of experimental physics. In the first two years, the programme includes intensive study of the core principles of traditional Physics: translational, rotational and vector mechanics; heat; electricity and magnetism; waves mechanics; and optics and electronics. In addition, relevant modules in Mathematics are core. The third year involves study of Physics topics that dominated understanding of science phenomena in the 20th century: atomic, nuclear, particle and quantum physics and special relativity, solid-state physics, electromagnetism and thermodynamics.

Program Content

Core Courses

A core course is a course that is to be compulsorily studied by a student as a core requirement to complete the requirement of a program in a said discipline of study. The purpose of fixing core modules is to ensure that all the institutions follow a minimum common curriculum so that each institution/university adheres to a common minimum standard. Also, the course designed for modules under this category aims to cover the basics that a student is expected to imbibe in that particular discipline.

Elective Courses

Generally, a course which can be chosen from a pool of courses and which may be very specific or specialized or advanced or supportive to the discipline/subject of study or which provides an extended scope or which enables exposure to some other discipline/subject/domain or nurtures the candidate’s proficiency/skill is called an Elective Course.

  • General English, Academic English

  • Educational Psychology

  • Science Teaching Methods

Click here to See the Complete Program Curriculum.

Career perspectives

Program Learning Outcomes are statements of learning achievement that are expressed in terms of what the learner is expected to know, understand and be able to do upon completion of a course. Students graduating from this course will be able to demonstrate:

  • Demonstrate broad and coherent theoretical and practical knowledge of educational principles within the context of secondary physics teaching

  • Demonstrate the ability of curriculum development and engaging instructional skills in various in-classroom and in-lab physics (applying physics knowledge for learners to access information in real world setting and assure learner mastery).

  • Demonstrate assessment ability of student learning in physics, reflection on practice, and modifications that support student diversity (integrating assessment, planning and instructional strategies).

  • Demonstrate their cognitive and technical skills to create teaching tools and critically review, analyze, synthesize and solve problems within a scientific field

  • Demonstrate critical thinking and judgment when problem solving and identifying the complexities of their role as secondary physics teachers

  • Demonstrate the ability to clearly communicate educational knowledge and scientific principles and problem solving skills in the teaching environment

  • Demonstrate autonomy and problem solving ability in professional practice, including differentiation of pedagogical strategies, planning teaching and learning activities and reflection on practice within secondary physics education

  • Demonstrate their capacity to be reflective practitioners with an evolving understanding of the multi-faceted role of the teacher within the learning environment