I agree that Hugh's phrase is on point and agree
with Jim that Socratic dialogue is a very powerful
mechanism for true learning and dislodging the nagging
preconceptions that most introductory students bring
along. The Modeling Method (developed by David
Hestenes and others) uses SD in conjunction with
several particle models to develop a claer,
interrelated structure for physics for first year
students. Another feature of the method is the use of
a lab at the start of a topic; the main purpose of the
lab is to develop the underlying mathematics. This
avoids the need to rely on derivations which are
mysterious and tedious to algebra-challenged students
(who in HS make up the majority of our first-year
students). Finally, textbook reading assignments are
used as a way to reinforce (not initiate) learning
about a topic.
True, not as much is "covered" via Modeling, but
Webster defines cover "to hide or obscure from view".
Is anything useful (other than "passing" an
end-of-course exam) accomplished by teaching students
to work textbook problems by plugging into equations?
When second-year HS (ie, AP) students score 35% or
less on the FCI, the answer is obvious. John Barrere
(a modeling "true-believer") Apex HS Apex, NC
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