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Re: [Phys-l] Inquiry

Seems to me a good strategy to encourage them to read by rewarding them, and building off the reading with engagement activities. That way you can focus engagement on those areas of most difficulty as indicated by your ongoing formative assessment.

cheers,

joe

Joseph J. Bellina, Jr. Ph.D.
Professor of Physics
Saint Mary's College
Notre Dame, IN 46556

On Feb 27, 2009, at 7:56 AM, Philip Keller wrote:

I still think students are rational - they do what they need to do. Depending on how we design our classes, they may not need to read. I think that it is a weakness of my own honors and AP physics classes that I feel that I should explain everything (by lecture, demo, applet, simulation...). So students tell me that they don't need to read the book because they learned it in class.

But then every once in a while, I take a closer look at the books. They are really extraordinarily good. So now I am making a point of choosing small sections from the book and saying to my students: you are responsible for this, I am testing on it and I am NOT covering this in class. I think this is an important part of their preparation for college. One thing I remember clearly is that none of my math or science classes in college presented all of the material we were to learn while in class. Reading the textbooks was the only option available for 30 - 60 percent of the material depending on the class.

-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l- bounces@carnot.physics.buffalo.edu] On Behalf Of Anthony Lapinski
Sent: Thursday, February 26, 2009 10:54 PM
To: Forum for Physics Educators
Subject: Re: [Phys-l] Inquiry

Physics is very difficult to understand, especially the first time around.
Second and third, too. Many counterintuitive ideas, unlike any other
discipline.

Most textbooks are too dry, too heavy, too confusing, and packed with way
too much information. Daunting to read, much less comprehend, especially
at the pace most teachers/courses go.

Students these days are too distracted, too busy, and/or too lazy to read
physics textbooks.

With good teaching, appropriate demos, peer instruction, and active
engagement of students in class, the textbook becomes less necessary.
Except, perhaps, for math problems/homework and some worked out examples,
but one can always make his/her own problem sets as I do.

Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu> writes:
I'm trying to imagine a mode which is more delivery than reading.

It seems to me it is very much to the point. But you are correct,
when you are part of the club, when you understand the key concepts
and are familiar with the language and methodology, a great deal can
be learned from books.

Is that where our beginning students are?

cheers,

joe

Joseph J. Bellina, Jr. Ph.D.
Professor of Physics
Saint Mary's College
Notre Dame, IN 46556

On Feb 26, 2009, at 10:20 PM, David Craig wrote:


With all respect to Gutenberg, why do you preference reading over
doing.


Oh, for heaven's sake. There is a great deal that must be learned
from books at one stage or another. Surely THAT'S not a point of
debate?

David Craig


<http://web.lemoyne.edu/~craigda/>



_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l

_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l


_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l
_______________________________________________
Forum for Physics Educators
Phys-l@carnot.physics.buffalo.edu
https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l