Re: [Phys-L] [SPAM] Re: critical thinking exercise : DC circuits

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

I can only share what has worked in my classes over 25 years. These are my
"test groups."
I'm at a private school with a given student body. I ask kids for course
evaluations
at trimester's end, and they respond candidly (and anonymously).

Generally speaking, physics textbooks are written in such a way that most
high school
students are turned off by the subject. This is ironic since I feel
physics is the most
interesting subject to learn. So they have no interest in reading a
densely packed and
confusing book, and no time either.

My handouts are simplified, concise, and straightforward. Students enjoy
them,
and find them useful learning tools. I also supplement with math problems
that
are also simplified, relevant, and non-gender specific (unlike many books
that use
male-centered diagrams and problems). I actually use student names in
problems.
Kids love it!

Students still find physics challenging, especially the concepts. I use
peer instruction
questions to help with this. This gets the kids predicting outcomes,
engaging with
their peers, and challenging their misconceptions. Straight lecturing does
little to
change the way kids think abut how the world works.

All these things make my physics classes interesting and enjoyable. I also
feel that
learning should be fun. I can track how they do on tests as they don't get
to keep them.
So I can see which questions are effective, which ones need to be
reworded, etc. I can then
change how I teach things, or use additional problems to help kids in
future classes,
Always trying to improve what I do.


Phys-L@Phys-L.org writes:
> On 12/9/2013 3:15 PM, Anthony Lapinski wrote:
> > Very interesting. I don't use books any more in my (high school)
> classes.
> > They are not written for students to understand and are way too
> > encyclopedic (and expensive).
> > And students have no time to read them with all the other (home)work
> they
> > have to do.
> > I use my own notes to teach the ten topics I get to each year.
> > Nothing beats an engaging physics teacher in class to make physics come
> > alive.
> >
> > /snip/
> > _______________________________________________
> > Forum for Physics Educators
> > Phys-l@phys-l.org
> > http://www.phys-l.org/mailman/listinfo/phys-l
>
> This seems like a well-put case for teacher handouts and an engaging 
> teacher manner.
> But we are adjured to "show me the evidence." It is the way used in 
> science circles for verifying experimental assertions. And at least one 
> subscriber to this list, Clements, does not tire of asking teachers to 
> cleave to the evidence. I know EXACTLY what he says about "teachers' 
> engaging manner" - not shown to substantially influence learning and 
> retention outcomes,  I think he would say.
>
> Brian Whatcott    Altus OK
>
> _______________________________________________
> Forum for Physics Educators
> Phys-l@phys-l.org
> http://www.phys-l.org/mailman/listinfo/phys-l