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)
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.

Additional Information

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
Critical thinking, Interactive learning, Physics, Education

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