Re: [Phys-l] Inquiry

[Jack Uretsky <jlu@hep.anl.gov>]

Hi all-
	I think we can make this discussion more concrete.
	I am trying to write a calculus text that is intended to be read, 
and in the reading to teach the student how to read.  So invite eacdh of 
you to try Chapter 1 of the text by reading through it and working all the 
examples (est. time for a teacher, 45 minutes).  You may even want to try 
it out on some of your students.
	I will greatly value your opinions as to how well the design of 
the book helps implement my goals.
	The introduction and first two chapters are at
	http://www.hep.anl.gov/jlu/index.html
		click under "book", either postscript of .pdf

The introduction has some possibly helpful comments as to how to read the 
book.  Chapter 3 is also available on the same websiqte.


On Fri, 27 Feb 2009, Anthony Lapinski wrote:

> We all have to ask ourselves what we want our students to get of our
> course(s). What are our goals? Can one reasonably teach one chapter a
> week? Maybe so. But can one expect students to grasp/understand the
> information this quickly? Hardly. Except for the "exceptional" students --
> and these clearly are the exception! There's always a trade off, but I
> believe that less is more. I try to teach them how to think, rather than
> plow through tons of information that few can understand, few will
> remember, and few can keep up with the pace.
>
> Lucid writing, thoughtful diagrams, and carefully worked examples? I
> somewhat agree, but I am a physics teacher! Books are a useful reference
> -- mainly for me! How do students view physics textbooks? How do students
> learn (read) physics best? Not sure if all the big encyclopedic books are
> an effective resource for them.
>
> Forum for Physics Educators <phys-l@carnot.physics.buffalo.edu> writes:
> > * 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.
> >
> >
> > * 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.
> > _______________________________________________
> > Forum for Physics Educators
> > Phys-l@carnot.physics.buffalo.edu
> > https://carnot.physics.buffalo.edu/mailman/listinfo/phys-l
>
>
> _______________________________________________
> Forum for Physics Educators
> Phys-l@carnot.physics.buffalo.edu
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		just before leading them into the Little Big Horn Valley