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por Vitor Teodoro - Quarta, 27 de Maio de 2015 às 16:54
[Anyone in the world]

PSSC: 50 Years Later

Picture of Jerrold Zacharias

In 1956 MIT physics professor Jerrold Zacharias formed PSSC, the Physical Sciences Study Committee, and launched what became America's largest effort ever to reshape how physics was taught in high schools.

The impact of PSSC was world wide. By the early 1960s more than twenty percent of all high school teachers of physics were involved in this project.  PSSC produced a major new text book, more than fifty extraordinary movies, a sequence of lab materials that has not been equaled, and a series of short books describing in an engaging and insightful way many different aspects of physics -- crystal growing, waves and beaches, how a TV works, neutrons, electrons, the universe, and the physicists who led the way to deeper understanding of a fascinating variety of phenomena. 

"Discovering the PSSC: A Personal Memoir        

There were lots of objections to PSSC when it was new. Many teachers and parents thought that it was too difficult or didn’t spend enough time on fundamental (and familiar) formulas."

[ Modificado: Quarta, 27 de Maio de 2015 às 16:56 ]
[Anyone in the world]

Desde o desenvolvimento do PSSC (nos EUA) e dos currículos Nuffield (no Reino Unido), na década de 1960, houve uma grande diversidade de situações em que professores de vários níveis de ensino (secundário e universitário) colaboraram de modo a criar novos manuais escolares.

Alguns dos meus melhores amigos, nomeadamente Jon Ogborn (coordenador do currículo Advancing Physics), professor emérito da Universidade de Londres, estiveram envolvidos em diversos desses projectos. A sua influência e inspiração está, também, na base deste projecto.

Um texto inspirador de Jon Ogborn:

As conclusões do texto:

"My answers to the questions

“So here now are my answers to my two questions. First, teachers, not the developers, are the true owners of a curriculum development. This is not a sentimental point, seeking to give importance to teachers. It is a point of practical necessity. To do a job well is to feel in charge.

But there is also the sense of belonging. Only to the extent that the curriculum development has a strong vision that teachers can identify with, will there be something, a community, to belong to. So the sense of community is crucial too, and is worth much trouble and money in supporting. 

Second, there is in a way no such thing as material ‘being taught in the way intended’. That ‘way’ cannot, in the nature of communication itself, be ‘transmitted’ without change. Certainly there is teaching of the material of which I, Jon Ogborn (or any other developer), approve or not. But our approval is not the point. It is best to assume, without evidence to the contrary, that changes have been made for what the teachers feel to be good reasons. If asked, we will express a view. But that view is just a part of an ongoing discussion about how to teach things, not a definitive end-point. It is not, after all, the developers who face your students in your classroom."

[ Modificado: Sexta, 22 de Maio de 2015 às 19:40 ]