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Thinking Physics for Teaching

  • Book
  • © 1995

Overview

Editors:
  1. Carlo Bernardini

    1. University “La Sapienza” of Rome, Rome, Italy

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  2. Carlo Tarsitani

    1. University “La Sapienza” of Rome, Rome, Italy

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    You can also search for this editor in PubMed   Google Scholar

  3. Matilde Vicentini

    1. University “La Sapienza” of Rome, Rome, Italy

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Table of contents (41 chapters)

  1. Front Matter

    Pages i-ix
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  2. Generalizations to be Drawn from Results of Research on Teaching and Learning

    • Arnold B. Arons
    Pages 1-7

  3. Wrong Experiments as a Teaching Tool

    • Giulio Cortini
    Pages 9-17

  4. Do We Need an Agreement with Mathematicians?

    • Carlo Bernardini
    Pages 19-23

  5. Modeling Software for Learning and Doing Physics

    • David Hestenes
    Pages 25-65

  6. The Contents of Physics

    • Laurence Viennot
    Pages 67-76

  7. Should Physicists Preach What They Practice?

    • Nancy J. Nersessian
    Pages 77-96

  8. From Language to Concept Appropriation in Physics

    • Jean Gréa, Jérôme Viard
    Pages 97-106

  9. Epistemology in Science Education

    • Marcello Cini
    Pages 107-115

  10. Physics, Philosophy, and Education

    • Alan Cromer
    Pages 117-126

  11. What Do Epistemology and Ontology Have to Offer in Considering Progression in Physics Education?

    • Martin Monk
    Pages 127-137

  12. The Physics Laboratory — Yesterday, Today and …

    • G. Bonera, L. Borghi, A. De Ambrosis, P. Mascheretti
    Pages 139-143

  13. The Grand Laws of Scale

    • David Hawkins
    Pages 145-156

  14. Conceptual Dynamics

    • Ronald K. Thornton
    Pages 157-183

  15. Force-Motion Conceptions

    • Paolo Guidoni, Anna Porro, Elena Sassi
    Pages 185-206

  16. The Language of Physics

    • Panos Kokkotas, Vasilios Koulaidis, Yannos Karanikas, Anna Tsatsaroni, Yiannis Vlachos
    Pages 207-219

  17. A Modern Understanding the Origins of Students’ Difficulties to Operate with the Weight Concept

    • Igal Galili
    Pages 221-235

  18. Modeling in Physics Education

    • G. Andaloro, L. Bellomonte, R. M. Sperandeo-Mineo
    Pages 237-248

  19. Words and Their Meaning in Teaching Thermodynamics

    • Janez Ferbar
    Pages 249-260

  20. The Need of Changes in Elementary School Teachers’ Training

    • Ricardo Trumper
    Pages 261-267
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Keywords

About this book

The research in Physics Education has to do with the search of solutions to the complex problem of how to improve the learning and teaching of physics. The complexity of the problem lies in the different fields of knowledge that need to be considered in the research. In fact, besides the disciplinary knowledge in physics (which must be considered from the conceptual, the historical, and the epistemological framework), one has to take into account some basic knowledge in the context of psychology and the cognitive sciences (for the general and contextual aspects of learning) and some basic knowledge in education and comunication (for what concerns teaching skills and strategies). Looking back at the historical development of the research one may recognize that the complexity of the endeavour was not clear at first but became clear in its development, which shifted the focus of the research in the course of time from physics to learning to teaching. We may say that the research started, more than 30 years ago, with a focus on disciplinary knowledge. Physicists in different parts of the western world, after research work in some field of physics, decided to concentrate on the didactical comunication of physical knowledge.

Editors and Affiliations

  • University “La Sapienza” of Rome, Rome, Italy

    Carlo Bernardini, Carlo Tarsitani, Matilde Vicentini

Bibliographic Information

  • Book Title: Thinking Physics for Teaching

  • Editors: Carlo Bernardini, Carlo Tarsitani, Matilde Vicentini

  • DOI: https://doi.org/10.1007/978-1-4615-1921-8

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 1995

  • Hardcover ISBN: 978-0-306-45192-8Published: 30 April 1996

  • Softcover ISBN: 978-1-4613-5786-5Published: 21 October 2012

  • eBook ISBN: 978-1-4615-1921-8Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: IX, 454

  • Topics: Psychology, general, Education, general, Theoretical, Mathematical and Computational Physics, Physics, general

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