Our TPD course was taught face-to-face. SSIBL methods were integrated in all the elective modules of the course. Some examples for the integration of teaching content and SSIBL methodology (materials are mainly in Hungarian):
- Social aspects of the history of Physics: results of the development of quantum mechanics on industry, technology and military industry;
- The use of nuclear energy, use for peaceful and military purposes;
- Nanotechnology in telecommunications: moral and ethical aspects of telecommunications;
- Using the World Wide Web in student projects – ethics of information search and use.
In connection with the Framework, course content focused on the interpretation of results of environmental science at secondary school level. Some examples of the topics we discussed in this area:
- The role of science in sustainable development in general;
- Using renewable energy (wind and solar energy sources);
- Contradictions in sustainable energy use and the geographic context (in Hungary there are relatively few locations with frequent windy periods);
- Questions of electronic waste (e-waste) and their recycling.
Interdisciplinary projects seem to be the best method for interpreting these intricate socioscientific issues. (Cf. Király, Kárpáti and Tasnádi, to appear in 2018)
O1. Understand the pedagogical relevance and innovative character of the SSIBL Framework; be able to integrate it in teaching programs; be able to identify unique qualities of this approach as compared to traditional pedagogical approaches. [Teachers as learners]
O2. Analyse the existing curriculum and teaching guides for Physics education according to components of the SSIBL framework [Teachers as learners]
O3. Identify Physics content from the National Core Curriculum and the Curricular Framework of Hungary that can be adapted to integrate the SSIBL framework [Teachers as learners and as reflective practitioners]
O4. Adapt from the good practice of PARRISE partners and other educational source or develop short and / or extended SSIBL activities for classroom practice [Teachers as designers]
O5. Implement SSIBL‐based activities in your Physics teaching [Teachers as reflective practitioners]
O6. Evaluate your innovatory lesson plans and teaching tools: assess the success of the implementation of the SSIBL activities [Teachers as reflective practitioners]
O7. Prepare written and oral reports to reflect on the challenges you faced when applying the SSIBL framework in relation to:
(a) understanding the framework,
(b) adapting existing activities to address the SSIBL framework, and
(c) implementing the SSIBL framework with students. [Teachers as reflective practitioners]
Teachers were supposed to
- develop educational materials using the SSIBL framework (topics e. g. astronomy, modern physics, microphysics, and chaotic dynamics, teaching strategies of classical physics, historically outstanding experiments in physics, relativity and cross-curricular aspects of physics and chemistry);
- prepare a pedagogical essay on challenges, success / failure and future prospects of using the framework
Participating teachers acquired knowledge and developed skills in
- acquired a scientific grounding for discussing current results of physics and their relevance for society.
- preparing learning activities, tools and materials in Physics using the SSIBL framework;
- teaching the course module content on current results of physics and related social issues;
- using ICTs in developing tools, conducting measurements and simulation based experiments;
Another option for course assessment was to sit for an oral and / or written examination on the course material and earn university credit points that may be validated during doctoral studies in the PhD program for Physics Education at the Graduate School for Physics of ELTE.