Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2019; 69: 818-830
Published online August 30, 2019 https://doi.org/10.3938/NPSM.69.818
Copyright © New Physics: Sae Mulli.
Gyoungho LEE*, Hongbin KIIM
Department of Physics Education, Seoul National University, Seoul 08826, Korea
This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
We are living in a rapidly changing age of science. We need to have a deep interest in and do active research on the identity of science education, which explores what science is and how scientific knowledge relates to our lives. In this research, we tried to develop a new physics education course for helping pre-service teachers to form their own identity. Research questions were as following: (1) How did pre-service teachers’ understanding of physics education change through the course? (2) How did Einstein’s $The Evolution of Physics$ (EoP) affect their understanding of physics education? Participants were 11 undergraduate students in Seoul who took the course in 2018. Research results are as following: (1) At the beginning, most of the pre-service teachers understood physics education as an unidirectional transmission of knowledge about physics. Meanwhile, by the end of the course, their understanding had changed to a new understanding: physics education is a mode of human activity that explores nature and seeks an understanding of nature and human beings based on the knowledge system of physics. (2) Most of the pre-service teachers learned the authenticity and practicality way of physics education through the book.
Keywords: Physics education, Teacher education, Identity of physics education, Einstein, The evolution of physics