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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/>
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