Research on Developing Curriculum Materials and Instructional Strategies for Physics Teaching： Curriculum from Historical Perspectives

In the last several decades, developing science curriculum from historical perspectives is the current trend in the world. Science education in Taiwan also follows the trend. However, many teachers are strange to history of science, not to mention collecting materials of history of science. They have no idea about how to teach physics from historical perspectives. Based on my researches these years, I will proceed to design and develop physics curriculum materials and development of instructional strategies which is the so called PCK (pedagogical content knowledge) from historical perspectives. Pedagogical content knowledge (PCK) is knowledge about how to combine pedagogy and content effectively (Shulman, 1986). What makes a subject difficult or easy to learn, as well as what common misconceptions students bring with them to the classroom are included in PCK. Base on the diagnosis with misconceptions of teachers, students and ancient books in the content knowledge of science history, two approaches in this study will be carried out: one is to develop the curriculum materials, i.e. CK, the other is to develop the instructional strategies, i.e. PCK. The themes in this study will focus on (1) Scientific revolution in the West (2) The Western scientific knowledge translation in the Ming and Qing Dynasties. The study will approach to figure out better methods about teaching and learning the physics contexts, strengthening the pedagogical content knowledge, and enhancing the scientific literacy and physics contents from historical perspectives.

Project ID:PF10507-2176
External Project ID:MOST105-2511-S182-014