Active Learning Guide for College Physics, Vol. 1 (Chs. 1-13) PDF Download
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Author: Eugenia Etkina Publisher: Addison-Wesley ISBN: 9780321877109 Category : Science Languages : en Pages : 176
Book Description
Discovery-based activities reinforce physics concepts by allowing students to apply physics phenomena to everyday observations in the world around them. It's organized in parallel with the textbook's chapters.
Author: Eugenia Etkina Publisher: Addison-Wesley ISBN: 9780321877109 Category : Science Languages : en Pages : 176
Book Description
Discovery-based activities reinforce physics concepts by allowing students to apply physics phenomena to everyday observations in the world around them. It's organized in parallel with the textbook's chapters.
Author: Eugenia Etkina Publisher: Pearson ISBN: 9780321877116 Category : Languages : en Pages : 0
Book Description
Discovery-based activities reinforce physics concepts by allowing students to apply physics phenomena to everyday observations in the world around them. It's organized in parallel with the textbook's chapters.
Author: Eugenia Etkina Publisher: Addison-Wesley ISBN: 9780321885937 Category : Science Languages : en Pages : 592
Book Description
College Physics is the first text to use an investigative learning approach to teach introductory physics. This approach encourages you to take an active role in learning physics, to practice scientific skills such as observing, analyzing, and testing, and to build scientific habits of mind. The authors believe students learn physics best by doing physics. Package consists of: College Physics, Volume 1
Author: Eugenia Etkina Publisher: Addison-Wesley ISBN: 9780321864451 Category : Physics Languages : en Pages : 0
Book Description
College Physics is the first text to use an investigative learning approach to teach introductory physics. This approach encourages you to take an active role in learning physics, to practice scientific skills such as observing, analyzing, and testing, and to build scientific habits of mind. The authors believe students learn physics best by doing physics.
Author: Alan Van Heuvelen Publisher: Pearson ISBN: 9780805390780 Category : Physics Languages : en Pages : 0
Book Description
A series of discovery-based activities focused on building confidence with physics concepts and problem solving by helping to connect new ideas with existing knowledge. The student learns to evaluate, draw, diagram, and graph physics concepts.
Author: Paul Peter Urone Publisher: ISBN: 9781680921175 Category : Science Languages : en Pages : 738
Book Description
This is part two of two for College Physics. This book covers chapters 18-34. Please note: The text and images in this textbook are grayscale and the format size has been reduced from 8.5" x 11" to 7.44" x 9.69." This introductory, algebra-based, two-semester college physics book is grounded with real-world examples, illustrations, and explanations to help students grasp key, fundamental physics concepts. College Physics includes learning objectives, concept questions, links to labs and simulations, and ample practice opportunities to solve traditional physics application problems.
Author: Hugh D. Young Publisher: Addison-Wesley ISBN: 9780321696656 Category : Physics Languages : en Pages : 0
Book Description
The Student Study Guide summarizes the essential information in each chapter and provides additional problems for the student to solve, reinforcing the text's emphasis on problem-solving strategies and student misconceptions.
Author: Eugenia Etkina Publisher: Pearson Higher Ed ISBN: 0321939980 Category : Science Languages : en Pages : 1226
Book Description
College Physics is the first text to use an investigative learning approach to teach introductory physics. This approach encourages you to take an active role in learning physics, to practice scientific skills such as observing, analyzing, and testing, and to build scientific habits of mind. The authors believe students learn physics best by doing physics.
Author: Joel J. Mintzes Publisher: Springer Nature ISBN: 303033600X Category : Science Languages : en Pages : 989
Book Description
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Author: Eugenia Etkina
Author: Eugenia Etkina
Author: Eugenia Etkina
Author: Eugenia Etkina
Author: Eugenia Etkina
Author: Alan Van Heuvelen
Author: Paul Peter Urone
Author: Hugh D. Young
Author: Eugenia Etkina
Author: Eugenia Etkina
Author: Joel J. Mintzes