Design of a profession-oriented course on theoretical mechanics for physics education students

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 was conceived and designed from the outset with the explicit goal of bridging the gap between the abstract, mathematical notions employed in theoretical physics and the concrete future needs of prospective teachers in their profession. We aimed to counter both the negative attitudes of students toward 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, through closely interwoven lecture topics and exercises, and through 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 the quality of physics presented.