Higher Education: Demand and Response

Beales, A. C. F.; Niblett, W. R.

doi:10.2307/3120315

Cited by 5 publications

(2 citation statements)

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“…Who would be brave enough to offer a course reduced far below the local or national norm and to defend his action by claiming that his students were going to learn and understand more physics because of the change?' Thoughts of this kind have led to voices being raised in favour of a shorter more general course for the majority, followed by an intensive course for specialists (Pippard 1968, 1969, Pippard et al 1970. These suggestions, however, call for a view of other factors, including changes in student numbers, changes in expectations, changes in institutions, and differences between different national systems, which have yet to be discussed in the present section.…”

Section: -1 the Growth Of Knowledgementioning

confidence: 93%

“…A further consequence is that English university physics departments feel the pressure on time produced by a growing curriculum even more acutely than others. Although the English system is growing less selective ($1.2) it is much more selective than that of the USA or Australia (Niblett 1969). I n consequence, nothing in a discussion of the English university physics curriculum corresponds to a discussion of the problems of large-scale introductory courses (Morrison 1964, Crane 1966, for example) or of the problems of teaching physics to non-science majors (Proceedings of the Boulder Conference on Physics for Non-Science Majors 1964).…”

Section: Other Placesmentioning

confidence: 99%

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Modern physics curricula in higher education

Ogborn¹

1979

Rep. Prog. Phys.

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This review examines the present state of the physics curriculum in British universities, the influences on it, and past changes and future trends.Section 1 identifies the main issues through an examination of the wider context of the curriculum and changes in it over the last 50 years. Issues and influences discussed are the growth of knowledge ($l.l), growth of numbers of students ($l,Z), changes in the knowledge and expectations of students ($1.3) and institutional change and development ($1.4). A comparison with other countries ($1.5) brings out the common and variable elements of the curriculum.Section 2 considers the more detailed working out of these issues as they affect the curriculum. One aspect is the changing content of the curriculum as reflected in textbooks and as influenced by innovations in books and other materials ($2.1). A second influence is that of changing teaching methods on the nature of what is learned ($2.2). A third is the influence of the nature of institutions, and the effects of developing new institutions and new structures within institutions (the Open University, polytechnics, etc, and modular or joint degrees) ($2.3). Lastly, consideration is given to the influence of assessment ($2.4).Section 3 reviews research in higher education as it touches on the physics curriculum. Subsection 3.1 presents a description of the available journals and sources, and $3.2 summarises the nature of current research fields and interests.Finally, $4 attempts a summary and some conclusions.

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Section: -1 the Growth Of Knowledgementioning

confidence: 93%

Section: Other Placesmentioning

confidence: 99%