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In our world today, scientists and technologists speak one language of reality. Everyone else, whether they be prime ministers, lawyers, or primary school teachers speak an outdated Newtonian language of reality. While Newton saw time and space as rigid and absolute, Einstein showed that time is relative – it depends on height and velocity – and that space can stretch and distort. The modern Einsteinian perspective represents a significant paradigm shift compared with the Newtonian paradigm that underpins most of the school education today. Research has shown that young learners quickly access and accept Einsteinian concepts and the modern language of reality. Students enjoy learning about curved space, photons, gravitational waves, and time dilation; often, they ask for more! A consistent education within the Einsteinian paradigm requires rethinking of science education across the entire school curriculum, and this is now attracting attention around the world. This book brings together a coherent set of chapters written by leading experts in the field of Einsteinian physics education. The book begins by exploring the fundamental concepts of space, time, light, and gravity and how teachers can introduce these topics at an early age. A radical change in the curriculum requires new learning instruments and innovative instructional approaches. Throughout the book, the authors emphasise and discuss evidence-based approaches to Einsteinian concepts, including computer- based tools, geometrical methods, models and analogies, and simplified mathematical treatments. Teaching Einsteinian Physics in Schools is designed as a resource for teacher education students, primary and secondary science teachers, and for anyone interested in a scientifically accurate description of physical reality at a level appropriate for school education.
In our world today, scientists and technologists speak one language of reality. Everyone else, whether they be prime ministers, lawyers, or primary school teachers speak an outdated Newtonian language of reality. While Newton saw time and space as rigid and absolute, Einstein showed that time is relative – it depends on height and velocity – and that space can stretch and distort. The modern Einsteinian perspective represents a significant paradigm shift compared with the Newtonian paradigm that underpins most of the school education today. Research has shown that young learners quickly access and accept Einsteinian concepts and the modern language of reality. Students enjoy learning about curved space, photons, gravitational waves, and time dilation; often, they ask for more! A consistent education within the Einsteinian paradigm requires rethinking of science education across the entire school curriculum, and this is now attracting attention around the world. This book brings together a coherent set of chapters written by leading experts in the field of Einsteinian physics education. The book begins by exploring the fundamental concepts of space, time, light, and gravity and how teachers can introduce these topics at an early age. A radical change in the curriculum requires new learning instruments and innovative instructional approaches. Throughout the book, the authors emphasise and discuss evidence-based approaches to Einsteinian concepts, including computer- based tools, geometrical methods, models and analogies, and simplified mathematical treatments. Teaching Einsteinian Physics in Schools is designed as a resource for teacher education students, primary and secondary science teachers, and for anyone interested in a scientifically accurate description of physical reality at a level appropriate for school education.
This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society – Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies—including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning.
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book
A basic, non-mathematical textbook for non-science students in secondary school or college. The book is based on Robert Karplus' many years of research on how beginners think about physics. In the "modeling approach" students explore and test simple analog, working and mathematical models for physical phenomena. The models provide a clear, understandable transition to the key principles and theories of physics. The book begins with the basic concepts of relative motion, reference frames, interaction, systems, and a descriptive overview of energy transfer. Subsequent chapters develop the details of temperature and heat, thermal (internal) energy, forces and work, electrical energy and electrical circuits, velocity and acceleration, Newton's Laws, motion near the surface of the earth, periodic and circular motion, celestial mechanics and gravity, pressure and kinetic theory, light and sound, waves, and modern physics (Bohr model and the basics of quantum mechanics). The "Modeling Instruction" approach is used in secondary schools throughout the US (see modeling.asu.edu). This book is especially useful in conjunction with (or as preparation for) the study of chemistry.
In a knowledge-based society, research into fundamental physics plays a vital role not only in the enhancement of human knowledge but also in the development of new technology that affects everyday life.The international symposium series Frontiers of Fundamental Physics (FFP) regularly brings together eminent scholars and researchers working in various areas in physics to exchange expertise, ideas, results, and new research perspectives. The twelfth such symposium, FFP12, took place at the University of Udine, Italy, and covered diverse fields of research: astrophysics, high energy physics and particle physics, theoretical physics, gravitation and cosmology, condensed matter physics, statistical physics, computational physics, and mathematical physics. Importantly, it also devoted a great deal of attention to physics education research, teacher training in modern physics, and popularization of physics. The high scientific level of FFP12 was guaranteed by the careful selection made by scientific coordinators from among 250 submissions from 28 countries across the world. During the three days of the conference, nine general talks were delivered in plenary sessions, 29 invited talks were given in specific topic areas, and 59 oral presentations were made. This book presents a selection of the best contributions at FFP12 with the aim of acquainting readers with the most important recent advances in fundamental physics and in physics education and teacher development.
This unique resource promotes the creation of productive learning contexts, which allow students to bring all that they are to the learning process, as essential to successful educational reform.
The aims of the International Conference on Physics Education in Cultural Contexts were to explore ways towards convergent and divergent physics learning beyond school boundaries, improve physics education through the use of traditional and modern cultural contexts, and exchange research and experience in physics education between different cultures.A total of 45 papers have been selected for this volume. The material is divided into three parts: Context and History, Conceptual Changes, and Media.The proceedings have been selected for coverage in: ? Index to Scientific & Technical Proceedings (ISTP CDROM version / ISI Proceedings)? Index to Social Sciences & Humanities Proceedings? (ISSHP? / ISI Proceedings)? Index to Social Sciences & Humanities Proceedings (ISSHP CDROM version / ISI Proceedings)? CC Proceedings ? Engineering & Physical Sciences