Teaching Physics

By: Laurence Viennot

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Hardcover | 30 June 2003

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256 Pages

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24.13 x 15.88 x 1.91

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Everywhere in the world, except, for the time being, in some Asian countries, young people are losing interest in science. This disenchantment with science studies is particularly strong in the United States, but has affected Europe, and France especially. Official statistics confirm this, and I can add a telling example of my own. When I began teaching physics at Grenoble University in 1960, there were some 350 students studying to be electrical engineers. Today, 57 students are enrolled in the Physics Maitrise programme at the Joseph Fourier University in Grenoble, and 15 of them are foreign students. In that time interval, the total number of students enrolled in institutes of higher learning in mainland France rose from 309 700 (in 1960-1961) to 2 111 100 (in 2000-2001). If we look at what happened in the USA, to try to avoid making the same mistakes, there is indeed a strongly antiscientific trend in that society, of which the "Politically Correct Movement" is the most extreme manifestation. Yet this movement has profoundly influenced the humanities departments of American universities, and the persons responsible for training teachers. There is a risk that similar negative effects will show up in France, where many primary school teachers have a background in the humanities, and often have no scientific culture at all. c. P. Snow's famous pamphlet on the "two cultures" was published in 1959, but is still exceedingly topical and should be recommended reading in all teacher training institutes.

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You Can Find This Book In

Non-Fiction Science Physics Education Teaching of a Specific Subject Kids & Children's Books Educational Material Science Educational Material Physics Educational Material Higher & Further Education Teacher Training Science in General

Careers Guidance Industrial or Vocational Training Reference, Information & Interdisciplinary Subjects Research & Information Research Methods

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Published: 30th June 2003

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Acknowledgements	p. ix
About the Author	p. xi
Foreword	p. xiii
Introduction	p. 1
Watersheds	p. 7
How and What to Spotlight	p. 7
How Much Should be Explained	p. 17
Images: Are they always useful?	p. 19
Experiments: Are they supposed to help?	p. 27
Some General Intentions Are Very Similar in the Various Syllabuses	p. 35
Why the Pinhole Camera is no Longer on the Syllabus	p. 39
Contact, friction and propulsion	p. 41
Laws that Run Counter to Common Sense	p. 41
A Method of Spotlighting the Basics	p. 43
A Way of Spotlighting Friction: goals and difficulties	p. 45
First Elements of Static Friction: step by step	p. 49
Analysing the Sequence: lines of attention	p. 53
Evaluation of the Sequence with Students	p. 55
Reactions of Trainee Teachers	p. 61
What Conclusion Should We Draw?	p. 63
The Technique of Fragmented Diagrams	p. 65
Two Situations for Studying Kinetic Friction	p. 70
Trainee Teachers' Comments on the Sequence	p. 71
Pressure in Fluids in the Presence of Gravity	p. 75
Questions About the Merits of a Microscopic Approach	p. 75
The Macroscopic Level: what quantities "have to be"?	p. 78
Fluid Statics: common ideas among students	p. 79
A Proposal for the Teaching of Fluid Statics	p. 86
Analysing the Sequence: lines of attention	p. 98
Evaluation of the Sequence with Students	p. 100
Teachers' Reactions	p. 109
Conclusion	p. 111
Main Results of the External Evaluation	p. 116
Superposition of Electric Fields	p. 121
Interaction at a Distance and Superposition	p. 121
Charges, Fields and Superposition: selected aspects	p. 124
Superposition and Causality: common forms of reasoning	p. 125
Elements of a Teaching Sequence	p. 131
Analysing the Sequence: lines of attention	p. 133
Evaluation of the Sequence	p. 134
Conclusion	p. 141
Contents Previously Taught to Students Questioned in the Preliminary Survey	p. 144
Electrostatics and Electric Circuits Disconnected: the field in wires	p. 145
Superposition of Waves and Optical Imaging	p. 147
Choosing a Model	p. 147
Common Difficulties and "Spotlighting" of the Content	p. 149
Analysing the Proposal: some elements	p. 164
Reactions of In-Service or Trainee Teachers	p. 169
Conclusion	p. 176
Colour Phenomena	p. 181
A Topic at a Crossroads	p. 181
Colour Phenomena and Light: the chosen approach	p. 182
Common Ideas: too exclusive a linkage	p. 183
A Proposed Sequence	p. 185
More Detail, Following the Lines of Attention	p. 188
Evaluation of the Sequence	p. 191
Teachers' Reactions	p. 196
Conclusion	p. 201
Additive and Subtractive Mixing	p. 203
Aspects of Knowledge Whose Acquisition is Evaluated One Year after the Sequence	p. 204
Conclusion	p. 207
Bibliography	p. 221
Index of Names	p. 233
Table of Contents provided by Ingram. All Rights Reserved.

Teaching Physics

At a Glance

Hardcover

Shipping

How to return your order

Defective items

You Can Find This Book In

Other Editions and Formats

Paperback

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