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| becoming a physics teacher: Teaching School Physics John L. Lewis, 1972 A UNESCO source book. |
| becoming a physics teacher: For the Love of Physics Walter Lewin, Warren Goldstein, 2011 Original publication and copyright date: 2011. |
| becoming a physics teacher: Teaching Physics with the Physics Suite CD Edward F. Redish, 2003-02-03 Written by one of the leaders of the Physics Education Research (PER) movement, Teaching Physics is a book for anyone interested in learning how to become a more effective physics teacher. Rather than reviewing specific topics in physics with hints for how to teach them and lists of common student difficulties, Teaching Physics presents a variety of tools for improving both the teaching and learning of physics--from new kinds of homework and exam problems, to surveys for figuring out what has happened in your class, to tools for taking and analyzing data using computers and video. Teaching Physics is a companion guide to using the Physics Suite, an integrated collection of research-based instructional materials for lecture, laboratory, recitation, and workshop/studio environments. But even if you don't use a single element from the Suite, Teaching Physics can help you enhance your students' learning experience. |
| becoming a physics teacher: The Big Ideas in Physics and How to Teach Them Ben Rogers, 2018-04-18 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 a 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: electricity forces energy particles the 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. |
| becoming a physics teacher: Teaching Einsteinian Physics in Schools Magdalena Kersting, David Blair, 2021-08-30 In our world today, scientists and technologists speak one language of reality. Everyone else, whether they be prime ministers, lawyers, or primary school teachers speak an outdated Newtonian language of reality. While Newton saw time and space as rigid and absolute, Einstein showed that time is relative – it depends on height and velocity – and that space can stretch and distort. The modern Einsteinian perspective represents a significant paradigm shift compared with the Newtonian paradigm that underpins most of the school education today. Research has shown that young learners quickly access and accept Einsteinian concepts and the modern language of reality. Students enjoy learning about curved space, photons, gravitational waves, and time dilation; often, they ask for more! A consistent education within the Einsteinian paradigm requires rethinking of science education across the entire school curriculum, and this is now attracting attention around the world. This book brings together a coherent set of chapters written by leading experts in the field of Einsteinian physics education. The book begins by exploring the fundamental concepts of space, time, light, and gravity and how teachers can introduce these topics at an early age. A radical change in the curriculum requires new learning instruments and innovative instructional approaches. Throughout the book, the authors emphasise and discuss evidence-based approaches to Einsteinian concepts, including computer- based tools, geometrical methods, models and analogies, and simplified mathematical treatments. Teaching Einsteinian Physics in Schools is designed as a resource for teacher education students, primary and secondary science teachers, and for anyone interested in a scientifically accurate description of physical reality at a level appropriate for school education. |
| becoming a physics teacher: APlusPhysics Dan Fullerton, 2011-04-28 APlusPhysics: Your Guide to Regents Physics Essentials is a clear and concise roadmap to the entire New York State Regents Physics curriculum, preparing students for success in their high school physics class as well as review for high marks on the Regents Physics Exam. Topics covered include pre-requisite math and trigonometry; kinematics; forces; Newton's Laws of Motion, circular motion and gravity; impulse and momentum; work, energy, and power; electrostatics; electric circuits; magnetism; waves; optics; and modern physics. Featuring more than five hundred questions from past Regents exams with worked out solutions and detailed illustrations, this book is integrated with the APlusPhysics.com website, which includes online question and answer forums, videos, animations, and supplemental problems to help you master Regents Physics essentials. The best physics books are the ones kids will actually read. Advance Praise for APlusPhysics Regents Physics Essentials: Very well written... simple, clear engaging and accessible. You hit a grand slam with this review book. -- Anthony, NY Regents Physics Teacher. Does a great job giving students what they need to know. The value provided is amazing. -- Tom, NY Regents Physics Teacher. This was tremendous preparation for my physics test. I love the detailed problem solutions. -- Jenny, NY Regents Physics Student. Regents Physics Essentials has all the information you could ever need and is much easier to understand than many other textbooks... it is an excellent review tool and is truly written for students. -- Cat, NY Regents Physics Student |
| becoming a physics teacher: Teaching Introductory Physics Arnold B. Arons, 1997 This book is an invaluable resource for physics teachers. It contains an updated version of the author's A Guide to Introductory Physics Teaching (1990), Homework and Test Questions (1994), and a previously unpublished monograph Introduction to Classical Conservation Laws. |
| becoming a physics teacher: Teaching Physics for the First Time Jan Mader, Mary Myers Winn, 2012 |
| becoming a physics teacher: Five Easy Lessons Randall Dewey Knight, 2002 This widely admired standalone guide is packed with creative tips on how to enhance and expand your physics class instruction techniques. It's an invaluable companion for novice and veteran professors teaching any physics course. |
| becoming a physics teacher: Physics Teaching and Learning Dennis W. Sunal, Jonathan T. Shemwell, James W. Harrell, Cynthia S Sunal, 2019-05-01 Physics Teaching and Learning: Challenging the Paradigm, RISE Volume 8, focuses on research contributions challenging the basic assumptions, ways of thinking, and practices commonly accepted in physics education. Teaching physics involves multifaceted, research-based, value added strategies designed to improve academic engagement and depth of learning. In this volume, researchers, teaching and curriculum reformers, and reform implementers discuss a range of important issues. The volume should be considered as a first step in thinking through what physics teaching and physics learning might address in teacher preparation programs, in-service professional development programs, and in classrooms. To facilitate thinking about research-based physics teaching and learning each chapter in the volume was organized around five common elements: 1. A significant review of research in the issue or problem area. 2. Themes addressed are relevant for the teaching and learning of K-16 science 3. Discussion of original research by the author(s) addressing the major theme of the chapter. 4. Bridge gaps between theory and practice and/or research and practice. 5. Concerns and needs are addressed of school/community context stakeholders including students, teachers, parents, administrators, and community members. |
| becoming a physics teacher: Science Of Learning Physics, The: Cognitive Strategies For Improving Instruction Jose Mestre, Jennifer Docktor, 2020-11-24 This book on the teaching and learning of physics is intended for college-level instructors, but high school instructors might also find it very useful.Some ideas found in this book might be a small 'tweak' to existing practices whereas others require more substantial revisions to instruction. The discussions of student learning herein are based on research evidence accumulated over decades from various fields, including cognitive psychology, educational psychology, the learning sciences, and discipline-based education research including physics education research. Likewise, the teaching suggestions are also based on research findings. As for any other scientific endeavor, physics education research is an empirical field where experiments are performed, data are analyzed and conclusions drawn. Evidence from such research is then used to inform physics teaching and learning.While the focus here is on introductory physics taken by most students when they are enrolled, however, the ideas can also be used to improve teaching and learning in both upper-division undergraduate physics courses, as well as graduate-level courses. Whether you are new to teaching physics or a seasoned veteran, various ideas and strategies presented in the book will be suitable for active consideration. |
| becoming a physics teacher: Educative JEE Mathematics K.D. Joshi, 2004-03 |
| becoming a physics teacher: Introduction to Physics John D. Cutnell, Kenneth W. Johnson, David Young, Shane Stadler, 2015-09-22 Cutnell and Johnson has been the Number one text in the algebra-based physics market for over 20 years. Over 250,000 students have used the book as the equipment they need to build their problem-solving confidence, push their limits, and be successful. The tenth edition continues to offer material to help the development of conceptual understanding, and show the relevance of physics to readers lives and future careers. Helps the reader to first identify the physics concepts, then associate the appropriate mathematical equations, and finally to work out an algebraic solution |
| becoming a physics teacher: Concepts, Strategies and Models to Enhance Physics Teaching and Learning Eilish McLoughlin, Paul van Kampen, 2019-07-24 This book discusses novel research on and practices in the field of physics teaching and learning. It gathers selected high-quality studies that were presented at the GIREP-ICPE-EPEC 2017 conference, which was jointly organised by the International Research Group on Physics Teaching (GIREP); European Physical Society – Physics Education Division, and the Physics Education Commission of the International Union of Pure and Applied Physics (IUPAP). The respective chapters address a wide variety of topics and approaches, pursued in various contexts and settings, all of which represent valuable contributions to the field of physics education research. Examples include the design of curricula and strategies to develop student competencies—including knowledge, skills, attitudes and values; workshop approaches to teacher education; and pedagogical strategies used to engage and motivate students. This book shares essential insights into current research on physics education and will be of interest to physics teachers, teacher educators and physics education researchers around the world who are working to combine research and practice in physics teaching and learning. |
| becoming a physics teacher: Research and Innovation in Physics Education: Two Sides of the Same Coin Jenaro Guisasola, Kristina Zuza, 2020-08-20 This book describes novel approaches designed to enhance the professional training of physics teachers, and explores innovations in the teaching and learning of physics in the classroom and laboratory. It features selected contributions from the International Research Group on Physics Teaching (GIREP) and Multimedia in Physics Teaching and Learning (MPTL) Conference, held in Donostia-San Sebastian, Spain, in July 2018, which brought together two communities: researchers in physics education and physics teachers. The book covers a broad range of topics, highlighting important aspects of the relationship between research and innovation in the teaching of physics, and presenting fresh insights to help improve learning processes and instruction. Offering a contemporary vision of physics teaching and the learning process, the book is of interest to all teachers and researchers committed to teaching and learning physics on the basis of good evidence. |
| becoming a physics teacher: Investigative Science Learning Environment Eugenia Etkina, David T Brookes, Gorazd Planinsic, 2019-11-15 The goal of this book is to introduce a reader to a new philosophy of teaching and learning physics - Investigative Science Learning Environment, or ISLE (pronounced as a small island). ISLE is an example of an intentional approach to curriculum design and learning activities (MacMillan and Garrison 1988 A Logical Theory of Teaching: Erotetics and Intentionality). Intentionality means that the process through which the learning occurs is as crucial for learning as the final outcome or learned content. In ISLE, the process through which students learn mirrors the practice of physics. |
| becoming a physics teacher: Physics in a New Era National Research Council, Division on Engineering and Physical Sciences, Board on Physics and Astronomy, Physics Survey Overview Committee, 2001-07-15 Physics at the beginning of the twenty-first century has reached new levels of accomplishment and impact in a society and nation that are changing rapidly. Accomplishments have led us into the information age and fueled broad technological and economic development. The pace of discovery is quickening and stronger links with other fields such as the biological sciences are being developed. The intellectual reach has never been greater, and the questions being asked are more ambitious than ever before. Physics in a New Era is the final report of the NRC's six-volume decadal physics survey. The book reviews the frontiers of physics research, examines the role of physics in our society, and makes recommendations designed to strengthen physics and its ability to serve important needs such as national security, the economy, information technology, and education. |
| becoming a physics teacher: Teaching Physics with Toys Beverley A. P. Taylor, James Poth, Dwight J. Portman, 1995 Activity resource book teaching scientific principles in a vivid way with Lego, balloons etc. |
| becoming a physics teacher: Multiple Representations in Physics Education David F. Treagust, Reinders Duit, Hans E. Fischer, 2017-07-24 This volume is important because despite various external representations, such as analogies, metaphors, and visualizations being commonly used by physics teachers, educators and researchers, the notion of using the pedagogical functions of multiple representations to support teaching and learning is still a gap in physics education. The research presented in the three sections of the book is introduced by descriptions of various psychological theories that are applied in different ways for designing physics teaching and learning in classroom settings. The following chapters of the book illustrate teaching and learning with respect to applying specific physics multiple representations in different levels of the education system and in different physics topics using analogies and models, different modes, and in reasoning and representational competence. When multiple representations are used in physics for teaching, the expectation is that they should be successful. To ensure this is the case, the implementation of representations should consider design principles for using multiple representations. Investigations regarding their effect on classroom communication as well as on the learning results in all levels of schooling and for different topics of physics are reported. The book is intended for physics educators and their students at universities and for physics teachers in schools to apply multiple representations in physics in a productive way. |
| becoming a physics teacher: "Multiplication is for White People" Lisa Delpit, 2012 Delpit explores a wide range of little-known research that conclusively demonstrates there is no achievement gap at birth and argues that poor teaching, negative stereotypes about African American intellectual inferiority, and a curriculum that still does not adequately connect to poor children's lives all conspire against the education prospects of poor children of color. |
| becoming a physics teacher: Calculus Morris Kline, 2013-05-09 Application-oriented introduction relates the subject as closely as possible to science with explorations of the derivative; differentiation and integration of the powers of x; theorems on differentiation, antidifferentiation; the chain rule; trigonometric functions; more. Examples. 1967 edition. |
| becoming a physics teacher: The Physics of Energy Robert L. Jaffe, Washington Taylor, 2018-01-25 A comprehensive and unified introduction to the science of energy sources, uses, and systems for students, scientists, engineers, and professionals. |
| becoming a physics teacher: Mathematics in Physics Education Gesche Pospiech, Marisa Michelini, Bat-Sheva Eylon, 2019-07-02 This book is about mathematics in physics education, the difficulties students have in learning physics, and the way in which mathematization can help to improve physics teaching and learning. The book brings together different teaching and learning perspectives, and addresses both fundamental considerations and practical aspects. Divided into four parts, the book starts out with theoretical viewpoints that enlighten the interplay of physics and mathematics also including historical developments. The second part delves into the learners’ perspective. It addresses aspects of the learning by secondary school students as well as by students just entering university, or teacher students. Topics discussed range from problem solving over the role of graphs to integrated mathematics and physics learning. The third part includes a broad range of subjects from teachers’ views and knowledge, the analysis of classroom discourse and an evaluated teaching proposal. The last part describes approaches that take up mathematization in a broader interpretation, and includes the presentation of a model for physics teachers’ pedagogical content knowledge (PCK) specific to the role of mathematics in physics. |
| becoming a physics teacher: Becoming an Urban Physics and Math Teacher Beth A. Wassell, Ian Stith, 2007-06-13 This book explores what happens as beginning urban teachers transition through their first few years in the classroom. It captures one teacher's journey through the first three years of teaching science and mathematics in a large urban district in the US. Combining narrative with critical analysis, the authors focus on Ian's agency as a beginning teacher and explore his success in working with diverse students. |
| becoming a physics teacher: The Theoretical Minimum Leonard Susskind, George Hrabovsky, 2014-04-22 A master teacher presents the ultimate introduction to classical mechanics for people who are serious about learning physics Beautifully clear explanations of famously 'difficult' things, -- Wall Street Journal If you ever regretted not taking physics in college -- or simply want to know how to think like a physicist -- this is the book for you. In this bestselling introduction to classical mechanics, physicist Leonard Susskind and hacker-scientist George Hrabovsky offer a first course in physics and associated math for the ardent amateur. Challenging, lucid, and concise, The Theoretical Minimum provides a tool kit for amateur scientists to learn physics at their own pace. |
| becoming a physics teacher: Teaching Physics L. Viennot, 2011-06-28 This book seeks to narrow the current gap between educational research and classroom practice in the teaching of physics. It makes a detailed analysis of research findings derived from experiments involving pupils, students and teachers in the field. Clear guidelines are laid down for the development and evaluation of sequences, drawing attention to critical details of the practice of teaching that may spell success or failure for the project. It is intended for researchers in science teaching, teacher trainers and teachers of physics. |
| becoming a physics teacher: Basic Training in Mathematics R. Shankar, 2013-12-20 Based on course material used by the author at Yale University, this practical text addresses the widening gap found between the mathematics required for upper-level courses in the physical sciences and the knowledge of incoming students. This superb book offers students an excellent opportunity to strengthen their mathematical skills by solving various problems in differential calculus. By covering material in its simplest form, students can look forward to a smooth entry into any course in the physical sciences. |
| becoming a physics teacher: Introductory Physics Robert Karplus, 2011-06 A basic, non-mathematical textbook for non-science students in secondary school or college. The book is based on Robert Karplus' many years of research on how beginners think about physics. In the modeling approach students explore and test simple analog, working and mathematical models for physical phenomena. The models provide a clear, understandable transition to the key principles and theories of physics. The book begins with the basic concepts of relative motion, reference frames, interaction, systems, and a descriptive overview of energy transfer. Subsequent chapters develop the details of temperature and heat, thermal (internal) energy, forces and work, electrical energy and electrical circuits, velocity and acceleration, Newton's Laws, motion near the surface of the earth, periodic and circular motion, celestial mechanics and gravity, pressure and kinetic theory, light and sound, waves, and modern physics (Bohr model and the basics of quantum mechanics). The Modeling Instruction approach is used in secondary schools throughout the US (see modeling.asu.edu). This book is especially useful in conjunction with (or as preparation for) the study of chemistry. |
| becoming a physics teacher: Student Learning in German Higher Education Olga Zlatkin-Troitschanskaia, Hans Anand Pant, Miriam Toepper, Corinna Lautenbach, 2020-02-15 This book offers a comprehensive overview of current, innovative approaches to assessing domain-specific and generic student learning and learning outcomes in higher education. The presented work from all projects of the KoKoHs program, the most significant research initiative in German higher education since 2011, describes established tools and empirical results. |
| becoming a physics teacher: College Physics Paul Peter Urone, Urone, 1997-12 |
| becoming a physics teacher: Atlas of the Sky Vincent de Callataÿ, 1958 |
| becoming a physics teacher: The Biggest Ideas in the Universe Sean Carroll, 2022-09-20 INSTANT NEW YORK TIMES BESTSELLER “Most appealing... technical accuracy and lightness of tone... Impeccable.”—Wall Street Journal “A porthole into another world.”—Scientific American “Brings science dissemination to a new level.”—Science The most trusted explainer of the most mind-boggling concepts pulls back the veil of mystery that has too long cloaked the most valuable building blocks of modern science. Sean Carroll, with his genius for making complex notions entertaining, presents in his uniquely lucid voice the fundamental ideas informing the modern physics of reality. Physics offers deep insights into the workings of the universe but those insights come in the form of equations that often look like gobbledygook. Sean Carroll shows that they are really like meaningful poems that can help us fly over sierras to discover a miraculous multidimensional landscape alive with radiant giants, warped space-time, and bewilderingly powerful forces. High school calculus is itself a centuries-old marvel as worthy of our gaze as the Mona Lisa. And it may come as a surprise the extent to which all our most cutting-edge ideas about black holes are built on the math calculus enables. No one else could so smoothly guide readers toward grasping the very equation Einstein used to describe his theory of general relativity. In the tradition of the legendary Richard Feynman lectures presented sixty years ago, this book is an inspiring, dazzling introduction to a way of seeing that will resonate across cultural and generational boundaries for many years to come. |
| becoming a physics teacher: Science Teachers' Learning National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Teacher Advisory Council, Board on Science Education, Committee on Strengthening Science Education through a Teacher Learning Continuum, 2016-01-15 Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science. |
| becoming a physics teacher: Physics Education Hans Ernst Fischer, Raimund Girwidz, 2022-01-01 This book offers a comprehensive overview of the theoretical background and practice of physics teaching and learning and assists in the integration of highly interesting topics into physics lessons. Researchers in the field, including experienced educators, discuss basic theories, the methods and some contents of physics teaching and learning, highlighting new and traditional perspectives on physics instruction. A major aim is to explain how physics can be taught and learned effectively and in a manner enjoyable for both the teacher and the student. Close attention is paid to aspects such as teacher competences and requirements, lesson structure, and the use of experiments in physics lessons. The roles of mathematical and physical modeling, multiple representations, instructional explanations, and digital media in physics teaching are all examined. Quantitative and qualitative research on science education in schools is discussed, as quality assessment of physics instruction. The book is of great value to researchers involved in the teaching and learning of physics, to those training physics teachers, and to pre-service and practising physics teachers. |
| becoming a physics teacher: The Role of Laboratory Work in Improving Physics Teaching and Learning Dagmara Sokołowska, Marisa Michelini, 2019-01-07 This book explores in detail the role of laboratory work in physics teaching and learning. Compelling recent research work is presented on the value of experimentation in the learning process, with description of important research-based proposals on how to achieve improvements in both teaching and learning. The book comprises a rigorously chosen selection of papers from a conference organized by the International Research Group on Physics Teaching (GIREP), an organization that promotes enhancement of the quality of physics teaching and learning at all educational levels and in all contexts. The topics covered are wide ranging. Examples include the roles of open inquiry experiments and advanced lab experiments, the value of computer modeling in physics teaching, the use of web-based interactive video activities and smartphones in the lab, the effectiveness of low-cost experiments, and assessment for learning through experimentation. The presented research-based proposals will be of interest to all who seek to improve physics teaching and learning. |
| becoming a physics teacher: Lectures On Computation Richard P. Feynman, 1996-09-08 Covering the theory of computation, information and communications, the physical aspects of computation, and the physical limits of computers, this text is based on the notes taken by one of its editors, Tony Hey, on a lecture course on computation given b |
| becoming a physics teacher: Key Competences in Physics Teaching and Learning Tomasz Greczyło, Ewa Dębowska, 2016-09-23 This book presents a selection of the best contributions to GIREP EPEC 2015, the Conference of the International Research Group on Physics Teaching (GIREP) and the European Physical Society’s Physics Education Division (EPS PED). It introduces readers interested in the field to the problem of identifying strategies and tools to improve physics teaching and learning so as to convey Key Competences and help students acquire them. The main topic of the conference was Key Competences (KC) in physics teaching and learning in the form of knowledge, skills and attitudes that are fundamental for every member of society. Given the role of physics as a field strongly connected not only to digital competence but also to several other Key Competences, this conference provided a forum for in-depth discussions of related issues. |
| becoming a physics teacher: Physics is Fun! Roberto Trostli, 1995 Physics is Fun! is what every Waldorf class teacher surely has dreamed of owning, namely a reliable, detailed, and beautifully produced resource guide for teaching physics in Years 6, 7 and 8, complete with professional illustrations, bibliography, materials lists, and sources for equipment and supplies.This is a comprehensive compilation of demonstrations for the teacher and activities for the student.Includes the study of sound, light, heat, magnetism, electricity, mechanics, fluid mechanics and aeromechanics. |
| becoming a physics teacher: Teaching Secondary Physics 3rd Edition The Association For Science Education, 2021-06-18 Enhance your teaching with expert advice and support for Key Stages 3 and 4 Physics from the Teaching Secondary series - the trusted teacher's guide for NQTs, non-specialists and experienced teachers. Written in association with ASE, this updated edition provides best practice teaching strategies from academic experts and practising teachers. - Refresh your subject knowledge, whatever your level of expertise - Gain strategies for delivering the big ideas of science using suggested teaching sequences - Engage students and develop their understanding with practical activities for each topic - Enrich your lessons and extend knowledge beyond the curriculum with enhancement ideas - Improve key skills with opportunities to introduce mathematics and scientific literacy highlighted throughout - Support the use of technology with ideas for online tasks, video suggestions and guidance on using cutting-edge software - Place science in context; this book highlights where you can apply science theory to real-life scenarios, as well as how the content can be used to introduce different STEM careers Also available: Teaching Secondary Chemistry, Teaching Secondary Biology |
| becoming a physics teacher: Understanding Physics: Teacher Guide David Cassidy, Gerald Holton, F.James Rutherford, 2008-04-08 Understanding Physics is a completely revised, updated, and expanded e- tion of the Project Physics Course. It is an integrated introductory physics course, developed with funding from the Carnegie Corporation and the Sloan Foundation and with the close cooperation of Springer-Verlag New York. In approach and content, Understanding Physics follows the trail blazed by the earlier versions, but it includes more recent developments in physics and a stronger emphasis on the relationships among physics, technology, and society. We have sought especially to incorporate the salient lessons of recent physics education research and practical experience gained in the classroom. The Audience Understanding Physics is written primarily for undergraduate college s- dents not intending (at least initially) to enter careers in science or en- neering. These may include liberal-arts students, business majors, prelegal, and prospective architecture students. We have found that when the course is taken with laboratory work, it has been deemed suitable by medical schools for premedical students. |
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