Thinking in Physics

Description

I The Research Base for Thinking in Physics 1

1 The Development of Thinking in Physics 2

2 Evidence for the Effectiveness of Thinking in Physics 11

3 Gender Effects 17

II The TIP Curriculum 25

4 Student Population, Institutional Constraints, and the TIP Classroom26

5 Introducing Students to Thinking in Physics 29

6 TIP Course Structure 37

7 TIP at Chicago State University by Mel Sabella 47

III TIP Materials 51

8 Connecting the Dots 52

9 Reading Tests 56

10 Clicker Questions 71

11 Problem Solving Worksheets 118

12 Labs and Lab Concept Quizzes 122

13 Quizzes and Tests 185

Appendix 1: Lawson Classroom Test of Scientific Reasoning Ability 195

Appendix 2: A Guide to Learning Physics 203

Appendix 3: PowerPoint Slides for the First Week 211

Appendix 4: Syllabus and Schedule 217

Appendix 5: Seating Chart 221

References 222

Credits 223

• Created to reach students for whom interactive engagement is not enough.
• Presents evidence that students’ reasoning ability is strongly related to their learning. Coletta provides methods to help students improve their reasoning and achieve a better understanding of basic principles of physics.
• Chapters are designed around the research basis for TIP (Thinking in Physics). The first few chapters describe the motivation for TIP, its development, and evidence for its effectiveness. Subsequent chapters describe the pedagogy in detail and provide materials instructors can adapt to their course.
• Places an emphasis on the important role that gender plays in learning physics (chapter 3).
• Instructors in other STEM disciplines will find information broadly applicable to their classes.

A fundamental approach to teaching scientific reasoning skills

In Thinking in Physics, Vincent Coletta creates a new curriculum that helps instructors reach students who have the greatest difficulty learning physics. The book presents evidence that students’ reasoning ability is strongly related to their learning and describes ways for students to improve their reasoning to achieve a better understanding of basic physics principles.

Details

• A print text
• Free shipping

Vince Coletta earned his Ph.D. in theoretical physics from the University of Notre Dame, where his graduate research advisor was Gerald Jones, an academic descendent of Uhlenbeck and Boltzmann. For over 30 years he has been a Professor of Physics at Loyola Marymount University in Los Angeles, where he teaches introductory physics and courses in electromagnetic fields, quantum mechanics, and statistical mechanics. In this book Professor Coletta describes his Thinking in Physics curriculumand provides evidence for its effectiveness indeveloping students’ scientific reasoning skills, understanding of physics concepts, and problem solving skills.

For Introductory physics courses.

 

A fundamental approach to teaching scientific reasoning skills

In Thinking in Physics, Vincent Coletta creates a new curriculum that helps instructors reach students who have the greatest difficulty learning physics. The book presents evidence that students’ reasoning ability is strongly related to their learning and describes ways for students to improve their reasoning to achieve a better understanding of basic physics principles.