Re: [Phys-L] Fun in learning Was: The Make-Believe World of Real-World Physics

["Anthony Lapinski" <Anthony_Lapinski@pds.org>]

Oh, there's plenty of frustration in my class. That comes with peer
instruction ("think-pair-share"). After I teach a bit, we do sample
multiple choice questions in class. They vote with their fingers, etc. I
think most of you know what I'm talking about. Lots of good feedback with
this technique. It really challenges their notions about what they know
and/or what they were just taught (e.g., avg speed vs avg velocity). I
began this about five years ago, and it has revolutionized how I teach and
how my students learn. And it makes them ultimately responsible for their
own learning as they have to talk with each other when there are
disagreements.

Phys-L@Phys-L.org writes:
> While I also like to do fun things, and my students and I do MANY fun
> things in 
> class; I think it's also important that students experience and learn to
> work through 
> challenges and frustration, as part of preparing them to be successful in
> life.
> At first, with a lot of support then tapering support off.  
> I think we do our students a disservice if we avoid frustrating them at
> times.
>
> My analogy would be working out at the gym -- you can't be serious
> without hard
> work and effort, and there is a "burn" when you tire your muscles. 
> Similarly I think
> there is a "burn" when you are changing your brain while learning
> physics.  
> Changing your brain hurts and is tiring, though when you "get it" clearly
> you get
> a dopamine reward (as well as the joy of insight).
>
> My question would be more generally -- what roles do student frustration
> and 
> struggle play with learning physics?  And how can we appropriately foster
> and support appropriate levels of student frustration?
>
> Dan M
>
> PS -- for the record, I'm not anti-fun.
>
> Dan MacIsaac, Associate Professor of Physics, SUNY-Buffalo State College
> 462SciBldg BSC, 1300 Elmwood Ave, Buffalo NY 14222 USA 1-716-878-3802
> <macisadl@buffalostate.edu>  <http://PhysicsEd.BuffaloState.edu>
> Physics Graduate Coordinator & NSF Investigator for ISEP (MSP) and Noyce
>
> On Jul 12, 2013, at 9:40 AM, "Anthony Lapinski"
> <Anthony_Lapinski@pds.org> wrote:
>
> > To me, fun means fun! My kids can do more "serious" physics in college.
> >
> > Doing demos and labs -- rolling cars down tracks, dropping balls,
> shooting
> > dart guns, hitting softballs, riding skateboards, spinning stoppers,
> > investigating charged balloons, etc. These are the many fun days in my
> > classes, and what I have been talking about. Fun!
> >
> > I also have those "aha" moments in class when kids "get it." Still,
> > physics (especially concepts) is challenging for most of my students,
> even
> > the brightest ones.
> >
> > Phys-L@Phys-L.org writes:
> > > Ludwik wrote,
> > > > > > ... "What is "Fun" in this context anyway?"
> > > > > I would replace the word "fun" by "pleasure." Learning should 
> > > > > generate pleasure, like when climbing a mountain.
> > > As I wrote previously, I agree with Ludwik. Further, I should have
> added 
> > > that I believe that learning Physics does have something in common
> with 
> > > hearing a joke.
> > > At the end there is a real pleasure from being able to honestly say "I 
> > > get it!"
> > > I won't belabor the point, but I do think it important,
> > > cheers,
> > > David
> > > _______________________________________________
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> >
> >
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