FY807: Teachers Training lab-course

• Include physical experiments in a teaching situation. 
• Apply physical experiments to support the theoretical review.
• Include theoretical, didactic and pedagogical considerations in physical experiments.
• To get the most out of physical experiments in relation to the given teaching situation.

• Include an experimental setup, demonstrate its impact and its opportunities in respect to high school curriculum and suggest different experiments within the specific physical topic.
• Develop instructions that make students able to conduct the physical experiment optimally.
• Guide students in understanding the theoretical background for the experiment.
• Guide students in uncertainty calculations
• Include theoretical, didactic and pedagogical considerations in relation to the experiments.

At the faculty of science, teaching is organized after the three-phase model ie. intro, training and study phase.
These teaching activities are reflected in an estimated allocation of the workload of an average student as follows:

• Intro phase (lectures) - 15 hours
• Training phase: 25 hours

The course is divided into three sections, where the content of the first section and the second section are included in the third section. The first section deals with classroom demonstrations and their significance as a learning tool. The second section discusses guidelines for instructions to specific experiments and the third section couples the first two sections in a written product that forms the basis for the oral exam. In addition, the course includes lectures on didactics, learning theories, laboratory safety and uncertainty calculations.

Activities during the study phase:

• Thorough study of a self-selected topic.
• Unassisted work with the experiment.
• Development of an experiment instruction as a basis for the oral exam