Integrative learning through the course on history of physics thoughts

Abstract

The course on the History of Physics Thought offered by Physics Program, the National University of Malaysia, was started from the academic year 2001/2002. The course is not only content oriented but also integrates teaching-learning processes and values inculcation , to form integrative learning. Therefore this paper reports a case study on integrative learning through this course. The course content encompasses the work culture of physics, the whole cycle of physics growth and development, the underlying philosophical thoughts, curiosities and inquiries which activate individuals to initially explore the physical phenomena through to finally bring about large scale research projects through its formalization and institutionalization at the community level. Students can pick up the values inculcation component from the course content such as research activities could be decelerated unless research findings i) have socio-cultural applications, ii) have economic values and iii) when commercialized, result in wealth creation. Students also get to understand the complex dynamics in the growth, development and applications of physics in particular the limitation of existing theories, the need for new theories to explain new findings. Another component of integrative learning is teaching-learning processes. The lecturer develops learning activities to help learners view physics as a socio-cultural activity. Among the activities are students acquire concept mapping and analytical skills to construct and manage their own knowledge. Students are also asked to role play any part of the history that interests them. Students are guided to design and write their own scripts. Students can also grasp the values inculcation component from the processes such as appreciation on the subject matter and foster their creativity. Students find the tasks taxing and challenging but admitted that they enjoyed the course. In short, teaching-learning processes are very much student centered and activity based which promote active engagement.