Re: [Phys-l] thinking skills (and how to teach thinking skills)

[jbellina <jbellina@saintmarys.edu>]

Herb,
I think you just identified one of the problem areas for us.  If you  
haven't been in a research environment, then you haven't experienced  
how scientists learn science...you may have read about it, but  
haven't experienced it, and so the meaning of "learning science the  
way scientists learn science" doesn't have the same meaning for you  
as it does for me.
In the workshops I do, I put teachers in a situation were they learn  
the way scientists learn,  then help them see that they are doing  
that, in hopes of getting them to believe that their students will  
learn better by doing the work with guidance, rather than being told.

Where to start, perhaps with a well written book on the history of  
science, but be careful so histories view science from a platform a  
mile high so you can't see the fine-grained detail where the action  
really is.   If you like quantum mechanics, try Mara Beller's Quantum  
Dialogue.  If you like E and M or optics try anything by Jeb  
Buchwald.  The former is about theory development, the latter,  
depending on the book includes more on experiments.

I'm open to other suggestions.


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

On May 11, 2006, at 10:30 AM, Herb Gottlieb wrote:

>  jbellina wrote:
>  Simply put, Herb, the action is in the instruction not in the
>  testing...the idea is to make them active engagers in their own
>  learning.  If you have ever been involved in a research environment
>  then you know for that experience what is being talked about.
>  ------------------ --------------- ---------------
>
> Since many others on this list-serve, as well as myself, have never
> "been involved in a research environment" it would be helpful
> to have an explanation that is a bit more detailed.
>
>
> Thanks in advance.
>
> Herb
>
>
> > > <Anthony_Lapinski@pds.org> wrote:
> > > > Physics is a unique and fascinating discipline. Hard to teach
> > and harder to comprehend. ...... I now use peer instruction,
> > > > and it has been helpful. Make students responsible for their
> > > > learning. My tests have three parts: ...... etc. etc.
>
> Herb Gottlieb Countered:
> > > Sounds good! But instead of using "peer instruction", why not try
> > > doing the instruction yourself and let the students make and grade
> >  their own tests?
> > >                 :- )
> _______________________________________________
> Forum for Physics Educators
> Phys-l@carnot.physics.buffalo.edu
> https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l