On the design of a profession-oriented course on Theoretical Mechanics for physics education students

TL;DR

This paper describes a profession-oriented course on Theoretical Mechanics designed for physics education students, successfully bridging abstract physics concepts with teaching needs, and improving student attitudes and skills.

Contribution

It introduces a novel course design that integrates mathematical rigor with pedagogical relevance for future high-school physics teachers.

Findings

Achieved positive student attitudes towards Theoretical Physics.

Demonstrated effective integration of mathematical tools with teaching methods.

Maintained high mathematical and physical rigor in the course.

Abstract

We report on a profession-oriented course we offered at the University of Vienna, aimed at physics education teacher students. The course on Theoretical Classical Mechanics has been conceived and designed from its outset with the explicit goal of bridging the gap between the abstract, mathematical notions employed in Theoretical Physics with the concrete future needs of prospective teachers in their profession. We aimed at countering both the negative attitudes of students towards Theoretical Physics and the interrelated skepticism of professors regarding the students mathematical proficiency. Our main findings are that these goals can indeed be achieved through a careful selection of course material and the associated mathematical tools, by closely interwoven lecture topics and exercises, and thorough planning according to principles for high-school teaching known from science education research. Establishing close connections between the material taught in the course and the students future occupation as high-school teachers has proven to be of utmost importance. This is possible without any sacrifice of mathematical rigor or of the quality of Physics presented.