Tahun Akademik:
Gasal 2023/2024
Kelas-Offr:
B-B
Deskripsi:
Memfasilitasi mahasiswa memahami secara komprehensif berbagai perspektif atau teori belajar behaviorisitik dan konstruktivistik yang sesuai karakteristik ilmu fisika dan menggunakannya untu menganalisis pembelajaran fisika yang juga dikaitkan dengan teori-teori conceptual change, problem solving, pembelajaran dengan multirepresentasi, pembelajaran berbasis pemodelan, pembelajaran berbasis projek atau masalah, pembelajaran berbasis inkuiri, dan pembelajaran fisika dalam konteks STEM
Capaian Pembelajaran
  • Menguasai teori atau perspektif belajar dan pembelajaran fisika sesuai karakteristik ilmu fisika untuk menjelaskan perkembangan IPTEKS, responsif dan adaptif terhadap perubahan.
  • Menerapkan teori belajar dalam pembelajaran fisika untuk menjelaskan fenomena alam dan perkembangan IPTEKS, serta menyelesaikan problematika pendidikan fisika
Daftar Pustaka:
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  • Amin, T. G., & Amin, T. (2017). Articulating Knowledge-in-Pieces with Other Theories of Conceptual Change.
  • Blessinger, Patrick & Carfora, John M. 2015. Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators: Volume 4. Emerald Insight.
  • D.J. Raine. (2020).Problem-Based Approaches to Physics: Changing perspectives in higher education. IOP Publishing Ltd
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  • Moallem, M., Hung, W., & Dabbagh, N. (Eds.). (2019). The Wiley handbook of problem-based learning. Wiley Blackwell.
  • Sawyer, R. Keith (2014). The Cambridge Handbook of the Learning Sciences (Second Edition).Cambridge University Press.
  • Schunk, D. H. (2012). Learning theories an educational perspective, 6th edition. Pearson.
  • Treagust, D. F., Duit, R., & Fischer, H. E. (Eds). (2017). Multiple representations in physics education (Models And Modeling In Science Education, Vol. 9). Springer.
  • Vosniadou, S. (2012). Reframing the classical approach to conceptual change: Preconceptions, misconceptions and synthetic models. In Frazer, Tobin, McRobbie (Eds). Second International Handbook of Science Education, Volume 2.( pp. 119-130), Springer .