Re: [Phys-l] science education goals and strategies

["John Clement" <clement@hal-pc.org>]

But why not use IE methods to have it make sense the first time??  Once one
has the students obtain the concepts from the experiments, and then has them
apply these concepts, they make sense.

There are also some concepts that do not seem to make sense at an early age
no matter how much you teach them.  For example before age 7 students simply
do not accept that a heavy and a light object of the same volume that
totally sink will both cause the water to rise by the same amount.

Actually our schools do use a spiral approach, and things are taught and
re-taught, but students are still not getting it.

John M. Clement
Houston, TX


> To me, it makes sense from experience. The more often you see (or interact
> with) something, the more familiar you are with it. The more details you
> see. The more you (can) understand it. (The same is true for human
> relationships -- sort of!).
>
> High school physics made a little more sense in my college physics
> classes. And college physics made more sense when I was in graduate
> school. No research needed for this. Anybody else with a similar (or
> different) experience?
>
> Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu> writes:
> > > 1) As several people have wisely and accurately pointed out, the
> > >  integrated "spiral" approach is obviously best for the students.
> >
> > How do you know it is "best"?  What evidence is there for this?  Can some
> > relevant research be cited?
> >
> > Unfortunately obviously is not evidence.
> >
> > John M. Clement
> > Houston, TX
> >
> >
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>
>
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