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Thinking physics for teaching

Author: C Bernardini; Carlo Tarsitani; Matilde Vincentini
Publisher: New York : Springer, ©1995.
Edition/Format:   eBook : Document : Conference publication : EnglishView all editions and formats
Summary:
Physics, Epistemology, and Teaching: Generalizations to Be Drawn from Results of Research on Teaching and Learning (A. Arons). Wrong Experiments as Didactical Tools (G. Cortini). Do We Need an Agreement with Mathematicians? (C. Bernardini). Modeling Software for Learning and Doing Physics (D. Hestenes). Contents of Physics: Essential Elements, Common Views (L. Viennot). Should Physicists Preach Wat They Practice?  Read more...
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Details

Genre/Form: Electronic books
Conference papers and proceedings
Congresses
Additional Physical Format: Printed edition:
Material Type: Conference publication, Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: C Bernardini; Carlo Tarsitani; Matilde Vincentini
ISBN: 9781461519218 1461519217 1461357861 9781461357865
OCLC Number: 844345022
Notes: "Proceedings of an international conference on Thinking Science for Teaching: The Case of Physics, held September 22-27, 1994, in Rome, Italy"--Title page verso.
Description: 1 online resource (ix, 454 pages :) : illustrations
Contents: 1. Generalizations to Be Drawn from Results of Research on Teaching and Learning --
2. Wrong Experiments as a Teaching Tool --
3. Do We Need an Agreement with Mathematicians? --
4. Modeling Software for Learning and Doing Physics --
5. The Contents of Physics: Essential Elements, Common Views --
6. Should Physicists Preach What They Practice?: Constructive Modeling in Doing and Learning Physics --
7. From Language to Concept Appropriation in Physics: Two Case Studies --
8. Epistemology in Science Education --
9. Physics, Philosophy, and Education --
10. What Do Epistemology and Ontology Have to Offer in Considering Progression in Physics Education? --
11. The Physics Laboratory --
Yesterday, Today and --
12. The Grand Laws of Scale: Their Place in Science Education --
13. Conceptual Dynamics: Changing Student Views of Force and Motion --
14. Force-Motion Conceptions: A Phenomenological Analysis of Questionnaires Submitted to Freshmen Physics Majors --
15. The Language of Physics: A Case Study of the Concept of Force in Primary Education --
16. A Modern Understanding of the Origins of Students' Difficulties to Operate with the Weight Concept --
17. Modeling in Physics Education: A Computer Based Learning Environment for Newtonian Mechanics --
18. Words and Their Meaning in Teaching Thermodynamics --
19. The Need of Changes in Elementary School Teachers' Training: The Case of the Energy Concept as an Example --
20. The Big Game of Energy and Entropy --
21. A Critical Analysis of the Language of Modern Physics --
22. Complexity in Biology: The Point of View of a Physicist --
23. Can We Understand Intelligent Behavior by Methods of Theoretical Physics? --
24. The Struggle against Convention: A Case for Teaching Qualitatively Based Introductory Modern Physics --
25. Students' Conceptions of Quantum Physics --
26. A Fundamental Concept in Quantum Theory: The Superposition Principle --
27. Special and General Relativity and Cosmology for Teachers and High-School Students --
28. Looking at the Second Law of Thermodynamics through the Eyes of Maxwell's Demon --
29. From Effective Mass to Negative Mass --
30. How to Introduce Modern Physics Topics in High School Curriculum? A Proposal --
31. Physical Laws Revisited --
32. Qualitative Methods in Problem Solving: The Evaluation of the Orders of Magnitude --
33. Why Should an Ordinary Man Know about Physics? --
34. University Education in Physics and the Needs of Industry --
35. Mediation by Texts and Teachers' Representations in Physics Education --
36. Scientific Knowledge and Teaching Ability --
37. Teaching Physics and Biophysics to Veterinary Students and Specialists --
38. Perspectives and Development of Research in Physics Education: Round Table --
39. Perspectives and Development of Research in Physics Education --
40. Conceptual Change for Teachers and Researchers --
41. Concluding Remarks and Afterthoughts.
Responsibility: edited by Carlo Bernardini, Carlo Tarsitani, and Matilde Vincentini.

Abstract:

The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics.  Read more...

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