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E-raamat: Big Ideas in Physics and How to Teach Them: Teaching Physics 11-18

(NevadaNano, Sparks, USA)
  • Formaat: PDF+DRM
  • Ilmumisaeg: 18-Apr-2018
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781315305424
  • Formaat - PDF+DRM
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  • Formaat: PDF+DRM
  • Ilmumisaeg: 18-Apr-2018
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781315305424

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Aimed at new and trainee physics teachers particularly non-specialists, this book provides the knowledge and skills you need to teach physics effectively at secondary level.-- The Big Ideas in Physics and How to Teach Them provides all of the knowledge and skills you need to teach physics effectively at secondary level. Each chapter provides the historical narrative behind the Big Idea, explaining its significance, the key figures behind it, and its place in scientific history. Accompanied by detailed ready-to-use lesson plans and classroom activities, the book expertly fuses the ‘what to teach’ and the ‘how to teach’ it, creating an invaluable resource which contains not only a thorough explanation of physics, but also the applied pedagogy to ensure its effective translation to students in the classroom.Including a wide range of teaching strategies, archetypal assessment questions and model answers, the book tackles misconceptions and offers succinct and simple explanations of complex topics. Each of the five big ideas in physics are covered in detail:electricityforcesenergyparticlesthe universe.Aimed at new and trainee physics teachers, particularly non-specialists, this book provides the knowledge and skills you need to teach physics successfully at secondary level, and will inject new life into your physics teaching.

Arvustused

"The book is brilliant. I hope all physics teacher trainers and trainees, as well as established teachers, use this critically important work to guide their teaching." John Sweller, Emeritus Professor at the School of Education, The University of New South Wales, Australia

"This book is both fascinating and highly practical, with a blend of narrative and examples, of words, pictures and numbers, and of subject knowledge and pedagogical knowledge. It is not just a useful guide to teaching physics, but an exemplar of how to teach any complex concept." - Daisy Christodoulou, Director of Education, No More Marking, UK

"There is a lot of good advice in this book, not just on how to do something and what to look out for but also on why it is important. The recommendations for further reading at the end of each chapter are also good." - Miriam Chaplin, School Science Review

Preface x
Acknowledgements xi
Introduction 1(2)
0 A big idea about learning
3(17)
Working memory
3(1)
Long -term memory
4(1)
External environment
4(1)
How can we use Cognitive Load Theory to accelerate learning?
5(5)
Knowledge
10(1)
Archetypal questions
10(1)
Model-based problem solving
11(1)
The privileged status of stories - Willingham
11(1)
Misconceptions - When knowledge is wrong
11(2)
Practical work in physics
13(1)
Reducing Cognitive Load for practical work
13(1)
Literacy - A different sort of physics problem
14(1)
What are the Cognitive Loads associated with reading and how can we reduce them?
14(2)
What are the Cognitive Loads of writing and how can we reduce them?
16(2)
How to teach writing in physics
18(1)
Conclusion
18(2)
1 Electricity
20(29)
Introduction
20(1)
A history of electricity
20(16)
Electricity in the Classroom
36(2)
Misconceptions
38(2)
Archetypal guestions
40(1)
Models
40(1)
Model based reasoning
41(2)
Practical electricity
43(1)
Example lesson plan
44(3)
Conclusion
47(2)
2 Forces at a distance
49(20)
Petrus Peregrinus, Crusader - 1269
50(1)
William Gilbert of Colchester, Physician to Queen Elizabeth I - 1600
50(1)
Newton's Law of Universal Gravitation - 1687
51(2)
Faraday's lines of force - 1852
53(1)
Maxwell's eguations: The second great unification in physics - 1865
54(1)
Einstein's curved space - 1915
55(1)
Fermi's nuclear forces - 1933
55(1)
Teaching forces at a distance
56(2)
Archetypal guestions
58(1)
Using strategies from cognitive psychology in lessons
59(2)
Using demonstrations and practical work for writing
61(2)
Example lesson plan
63(4)
Conclusion
67(2)
3 Energy
69(18)
A short history of five energies
69(1)
Kinetic energy and potential energy: Descartes and Leibniz - 1644 and 1676
70(1)
Chemical energy and heat energy: James Joule - 1843
71(1)
Nuclear energy: E = mc2 - 1905
72(1)
Teaching energy
73(1)
Types of energy - stores and pathways
73(1)
Misconceptions
73(1)
Archetypal guestions
74(2)
Using strategies from cognitive psychology in lessons
76(1)
Reading and writing
76(1)
Reducing Cognitive Load
77(1)
Example lesson plan
77(8)
Conclusion
85(2)
4 Particles
87(20)
Introduction
87(1)
A history of particles
87(2)
But atoms are not real. Or are they? Einstein - 1904
89(2)
Rays, beams and other phenomena - 1869 to 1899
91(1)
Pieces of atoms - 1897 to 1899
92(1)
Disproof of the pudding: Rutherford's astonishing career - 1900 to 1921
93(2)
Neutrons and war - 1932 to 1945
95(1)
Teaching particles
96(1)
Misconceptions
96(1)
Archetypal questions
97(2)
Useful strategies from cognitive psychology in lessons
99(2)
Example lesson plan
101(4)
Conclusion
105(1)
Notes
105(2)
5 The universe
107(23)
Introduction
107(3)
The telescope - 1608
110(5)
Teaching the universe
115(1)
Misconceptions
115(2)
Archetypal questions
117(1)
Models
118(5)
Practical astronomy
123(3)
Example lesson plan
126(3)
Conclusion
129(1)
Bibliography 130(3)
Index 133
Ben Rogers teaches physics and trains new teachers for Paradigm Trust. He is a former lecturer on the Physics Enhancement Course at the University of East London, UK.