Challenges in teaching and learning physics for first year students

• Autorzy: Chrzanowski J. , Bieg B. , Kravtsov Y.
• Języki publikacji: EN

Abstrakty

EN

The authors analyze the methods of effective teaching of physics in the context of an increasingly weak preparation of students from the high school. They draw attention to the opportunities that in this field can offer new multimedia technologies, especially computers, applied to various forms of physical classes. The analysis is based on many years of experience in working with students of different specialties and In different countries.

Słowa kluczowe

EN

curriculum reform; compensatory course; multimedia technology

• Wydawca: Wydawnictwo Naukowe Akademii Morskiej w Szczecinie
• Czasopismo: Zeszyty Naukowe / Akademia Morska w Szczecinie
• Rocznik: 2013
• Tom: nr 33 (105)
• Strony: 11--15
• Opis fizyczny: Bibliogr. 8 poz.

Twórcy

autor

Chrzanowski J.

• Maritime University of Szczecin, Faculty of Mechanical Engineering, Department of Physics 70-500 Szczecin, ul. Wały Chrobrego 1–2

autor

Bieg B.

• Maritime University of Szczecin, Faculty of Mechanical Engineering, Department of Physics 70-500 Szczecin, ul. Wały Chrobrego 1–2

autor

Kravtsov Y.

• Maritime University of Szczecin, Faculty of Mechanical Engineering, Department of Physics 70-500 Szczecin, ul. Wały Chrobrego 1–2

Bibliografia

• 1. BŁASIAK W.: Zadania, szanse i ograniczenia dydaktyki fizyki w świetle reformy systemu edukacji. Materiały XXXV Zjazdu Fizyków Polskich, 1999.
• 2. REDISH E.F., SAUL J.M., STEINBERG R.N.: Student Expectations in introductory physics. Am. J. Phys. 66, 1998, 212–224.
• 3. REDISH E.F., SAUL J.M., STEINBERG R.N.: On the effectiveness of active-engagement microcomputer-based laboratories. Am. J. Phys. 65, 1997, 45–54; Saul J.M.: Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum. Ph.D. Dissertation, University of Maryland, 1998.
• 4. HAKE R.R.: Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. Am. J. Phys. 66, 1998, 64–74.
• 5. LAWS P.: Workshop Physics Activity Guide. John Wiley and Sons, NY 1997; Laws P.: Calculus-based physics without lectures. Phys. Today 44(12), 1991, 24–31.
• 6. MCDERMOTT L.C., SHAFFER P.S.: Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. Am. J. Phys. 60, 1992, 994–1003; erratum, ibid. 61, 1993, 81.
• 7. SHAFFER P.S., MCDERMOTT L.C.: Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of instructional strategies. Am. J. Phys. 60, 1992, 1003–1013.
• 8. REDISH E.F., SAUL J.M., STEINBERG R.N.: On the effectiveness of active-engagement microcomputer-based laboratories. Am. J. Phys. 65, 1997, 45–54; Saul J.M.: Beyond problem solving: Evaluating introductory physics courses through the hidden curriculum. Ph.D. Dissertation, University of Maryland, 1998.