Re: [Phys-l] Inquiry

["Bailey, Steven" <BaileyS@gunnery.org>]

Dr. Bellina has a point when he notes that " students think they can read a textbook like a novel."  Because of this each year I review with students the differences between reading a science of math text and reading a novel.  We do this intensively at the beginning of the year and review briefly each chapter as the year progresses.

In Reading Randall Knight's book on "Strategies for Successful Physics Teaching"  he specifically notes that " in an active-learning environment, the textbook is to be seen as a resource - a source for factual knowledge, for explication of new and difficult ideas, and for worked examples.  Class time is then used to discuss ideas rather than to present them."

He continues later stating "students must read their text...an English professor doesn't spend class time giving plot summaries or reading the literary works.  Students are expected to have read the works, and class time is spend discussing [doing- my addition] them...Why is the expectation different in science classes?"

Again he continues "better just to dismiss class early and tell them to spend the time reading [the text] than for you to start a formal lecture!"

I have used his concept of short (5 question) multiple choice for each chapter (5 point quizzes). I give this on the first day after the chapter (or section thereof) was to be read.   I generally use the main points, definitions, and questions regarding large examples used in the text; students have picked up that they have to read the text prior to discussion and "doing physics".   I'd like to hear some other ideas I could use to encourage reading rather than quizzing or dismissing class to read the text (which I have done) to improve their compliance with reading the text. But I think reading the text is important.

Lastly as a taxpayer when science books are approaching $200.00 a copy; if teachers are not going to use them then don't force school systems to buy them.  That would certainly save big bucks.  However I don't believe as a physics community we can give up on reading as an integral part of the active-learning environment.

Just my thoughts.

Steve Bailey
The Gunnery
Science Chair


-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of Joseph Bellina
Sent: Friday, February 27, 2009 9:01 AM
To: Forum for Physics Educators
Subject: Re: [Phys-l] Inquiry

see below.

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

On Feb 27, 2009, at 8:32 AM, Philip Keller wrote:

> * Most people learn (physics) best by actively doing ("engaging")
> rather
> * than passively reading.
>
> I agree, I suppose...but there is only so much time in one life!  I
> can read a book about the 50 great experiments in history, learning
> in a few dozen hours what represents lifetimes of research and
> experiment.

But your students do not have the cultural support you have...you
know the language, have many of the important concepts connected in
an expert way etc.  Most of your students don't.
> * There is no better substitute for a good teacher, lively class,
> etc. We
> * are their best resource for helping students understand this most
> * difficult subject.
>
> I agree, definitely.  But it cannot be the only resource.  Class
> time represents just a few hours a week and there is so much more
> to learn.  If we let our students get out of the habit of reading,
> if in fact we ENABLE them to not read, we are limiting what they
> can learn and WHEN they can learn.
>
> As to my use of the word "extraordinary":  maybe a better choice of
> words would be "surprisingly" or "refreshingly".  I think that we
> give in to this culture of not-reading and blame the books.  When I
> look closely at the books my classes use, I see lucid writing,
> thoughtful diagrams and carefully worked examples.  But to make
> that discovery, I have to read and read slowly.
  Most of your students think they can read a text like they would
read a novel...I say like they would because I suspect most of them
don't even read novels.  So we need to help them learn to read
texts...there are strategies.  Given that issue, the primary venue to
their understanding cannot be through a text.  Indeed if the reading
is enhanced by their understanding it will reinforce both their
understanding and their reading.  Hence my use of reading as post-
class review.  At the time I did not realize how difficult it was for
them to read the text, given their assumption they could read it
quickly, so I did not attend as much as I should have to reading
strategies.

joe
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