Preconceptions in Mechanics - Unit 1 - Camp & Clement

I wonder if each basic model once constructed by students should be displayed in the classroom. When students make contradictory statements constructing later models, it could prompt other students to help get back on track. Of course the teacher needs to consider reviewing the earlier construction.

Explaining the "at rest" condition of an object - Jim Minstrell

Students are more likely to understand concepts in a non-threatening social context, given hands-on examples, encouraged to make and discuss the simplest rational explanations with their peers and agree on one.

SOCS - I

Teaching Introductory Physics - Ch.2 Sec. 2.19 (Arons)

During this next year I plan to look for as many opportunities a possible to ask students whether their comments are observations or inferences to develop logical reasoning. Perhaps I should make a sign???

SOCS - I

Teaching Introductory Physics - Ch.2 Sec. 2.18 (Arons)

I love to use Galileo and the birth of modern science to start the year. It fits so well by putting so much in context. This includes the history of development of the scientific method, of linkage of math and science, the design of experiments and more. Best of all Galileo was defining the very concepts we are studying using simple devices.

SOCS - C

Two Approaches to Learning Physics - David Hammer

Hammer's article told of two interesting case studies that demonstrated the shortcomings of a course that starts with theory, facts and formulas rather than student involvement in the formation of the concepts.

SOCS - I

Learning and Instruction in Pre-college Physical Science - Jose P. Mestre

Since it is "better to teach fewer topics with enough depth to help students achieve a deep conceptual understanding", I am beginning to consider which topics should be dropped this year.

SOCS - C

Learning and Instruction in Pre-college Physical Science - Jose P. Mestre

In this article Mestre lists steps to overcoming misperception in students. I am pleased to see that these are being developed as part of our Modeling in Physics workshop even through day 4.

SOCS - I

Teaching Introductory Physics (Arnold B. Arons) - Average velocity

While the concept of average velocity is critical to understanding kinematics, its reciprocal is also worthy of consideration. If students examine this ratio and its characteristics they will find is applicable  in optics (Snell's Law) and geophysics.

SOCS - I

Teaching Introductory Physics (Arnold B. Arons) Ch.2 Rectilinear Kinematics

The vocabulary is critical to understanding motion and often a source of lingering confusion. The best instructional strategy is to coach students to generate the idea first and establish the name last.

SOSC - I

Teaching Introductory Physics (Arnold B. Arons) - Ch.1 Underpinnings

Differentiating between period and frequency is a common difficulty for my students each year. I have often instructed students to look for the word "per" or "for each" to identify frequency vs. units of time for period. This year I will help them discover for themselves a generalized verbal interpretation of ratios.

SOCS - I

How we teach and how students learn - A mismatch? (2) - Lillian McDermott

To get students beyond the common impression that physics is a collection of facts and formulas the curriculum must give students ample practice solving problems qualitatively to develop critical reasoning skills.

SOCS-C

How we teach and how students learn - A mismatch? - Lillian McDermott

I lived the inadequacy of solving problems using formulas rather than a functional understanding (II. A. 1.) I assumed two objects of different masses would fall at the same speed, but have different KE. But the force and distance are the same and thus the KEs.

SOCS-I

Wherefore a science of teaching? - David Hestenes

Understanding the human Information Processing System is foundational to matching teaching methods to learning methods. For one thing scientific knowledge must be organized into increasing levels complexity and sophistication to be effective.

SPCS-I

Force Concept Inventory (David Hestenes)

Students bring commonsense beliefs that are deep rooted. A teacher's mode of instruction must take into consideration that this is logical based upon student's experiences, not because they are incapable.
SOCS-P

FCI Test Experience

This test was a very thorough test of my understanding of forces and motion. Number 15 & 16 took the most thought for me. The force of the tires to the ground and ground to the tires were not mentioned. But they require that the car still places a force on the truck and vice versa (N3L). I wonder if I missed any other unstated facts on other questions.

Overall I am feeling confident of my answers. I am looking forward to finding out the results tomorrow and even more to learn how to convey understanding to my students through modeling!

Anticipation

I am looking forward to the start of my Modeling in Physics class on Thursday!

After early retirement from a powertrain engineering career I have reinvested my life as a physics teacher. Starting with long term subbing led to part time and now full time teacher positions. It has been an enriching experience! Early on I was advised to join the DMAPT (Detroit Metropolitan Area Physics Teachers). Wow, what a powerhouse of gifted teachers! This has connected me with wonderfully talented teachers in the organization and beyond through Twitter and a few blogs.

A  reoccurring topic at our DMAPT meetings has been Modeling as a teaching method. While I have tried to infuse  my interpretation of inquiry-based learning into my teaching I realize I have much to learn. I love to learn and want to pass that on to all of my students. I am convinced that Modeling will be a giant step in that direction. Can't wait for Thursday!