Teaching vs. Learning: Changing Perspectives on Problem Solving in Physics Instruction
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Ian D. Beatty, Assistant Professor (Creator)
- William Gerace, Helena Gabriel Houston Distinguished Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Problem solving is central to physics instruction. Results from Physics Education
Research (PER), however, demonstrate that traditional ways of teaching with
problem solving are inefficient and ineffective for promoting true physics
expertise. PER findings give rise to a perspective on physics expertise, learning,
and problem solving that can illuminate the reasons why problem solving in
traditional instruction fares poorly and suggest remedies. At the heart of the
remedies lies a rethinking of the instructional model in which teachers focus less
on presenting subject material and more on engineering learning experiences and
guiding students’ learning efforts, while students strive to become active, selfmonitoring
constructors of knowledge.
Teaching vs. Learning: Changing Perspectives on Problem Solving in Physics Instruction
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Created on 3/30/2011
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Additional Information
- Publication
- Proceedings of the 9th Common Conference of the Cyprus Physics Association and Greek Physics Association: Developments and Perspectives in Physics—New Technologies and Teaching of Science (invited), Nicosia, Cyprus, Feb 4–6.
- Language: English
- Date: 2005
- Keywords
- Critical thinking, Interactive learning, Physics, Education