Preface iiiI TEACHING INTRODUCTORY PHYSICS1. IntroductionDesired Student Outcomes Five Lessons for Teachers Toward an Active-Learning Environment Does it Work?2. Teaching Introductory Physics Things to Consider Laboratories and Recitations 3. Physics Education ResearchWhat is Physics Education Research?Summary of Findings from Physics Education Research Examples of Students' Alternative Conceptions Knowledge Structures and Problem Solving Implications for Instruction - The Five Lessons4. An Active-Learning ClassroomSo What's Wrong with Lectures?Active Learning A Dozen Things you can do to Change Physics Education Just the FAQsII TOPICS IN INTRODUCTORY PHYSICS 5. Introduction 6. Vectors and Mathematics 7. Motion and Kinematics8. Forces and Newton's Laws 9. Impulse and Momentum 10. Energy 11. Oscillations12. Waves 13. Thermal Physics 14. Thermodynamics 15. Electrostatics 16. Electric Fields 17. The Electric Potential 18. Current and Conductivity 19. DC Circuits 20. Magnetic Fields 21. Electromagnetic Induction 22. Geometrical Optics 23. Physical Optics 24. Quantum Physics References and Resources

http://library.um.ac.id/free-contents/downloadpdf.php/buku/five-easy-lessons-strategies-for-successful-physics-teaching-randall-d-knight-31325.pdf

Five easy lessons : strategies for successful physics teaching / Randall D. Knight

There are increasing calls in the science education community for ‘science for citizenship’ as an important goal for the school science curriculum of the 21st century. The potential influence of portrayals of science and scientists in popular culture on the achievement of this goal is explored in this paper through a review of the literature. We develop a framework of important questions citizens ask in considering personal and social decision making in relation to science and technology issues, and how portrayals of science and scientists might contribute to this decision making process.

Portrayals of science and scientists, and "science for citizenship"

The persistent fear of physics by learners motivated the author to take action to increase all students’ interest in the subject via a new curriculum for introductory college physics that applies Greene’s model of Aesthetic Education to the study of contemporary physics, utilizing symmetry as the mathematical foundation of physics as well as the conceptual link between physics and the arts. The author describes the curriculum and suggests how students’ drawings and written commentaries can provide insights into students’ preferred learning modalities, promote understanding of abstract concepts through visualization, and reveal students’ preexisting attitudes toward science. Outcomes align with the goals of improving students’ attitudes toward physics, indicated by their comments, written work, and results of the Maryland Physics Expectations Survey.

https://web.physics.ucsb.edu/~jatila/papers/AmEducResJ-2012-vanderVeen-356-407.pdf

Draw Your Physics Homework? Art as a Path to Understanding in Physics Teaching

This paper looks at three case studies within the teaching and learning of chemistry. Each case considers the effectiveness of group learning activities in terms of the ways in which they enhance cooperative learning. Group tasks are generally undertaken in order to encourage learners to develop their understanding of particular issues, lthough one key disadvantage is that much of the process of the group work is lost as soon as the group disbands. The cases explored here aim to: (i) investigate the development of cooperative attitudes among students, looking for significant learning of scientific concepts, (ii) encourage the development of ethical attitudes, to motivate, and then (iii) empower the participants so that they can build upon the communal knowledge that is generated. In this way learners enhance their levels of partnership and cooperation with other members leading to a fuller and broader understanding of the collaboration required within the values of citizenship education. Using science to ...

Cooperating in constructing knowledge: case studies from chemistry and citizenship

This dissertation is a tour through a series of biopolitical sites where the production of power and knowledge of and about bodies is viewed through a molecular lens. Biopolitics, as described by Michel Foucault, combines the surveillance, normalization and classification of individuals, with a view of bodies as instances of a species and constituents of a population governed so as to encourage health and productivity as defined by the truth discourses of biology and public health. Framing DNA as a mode of translation from and ascription to the body it is extracted from, the author examines the ways in which genetic data is used as a form of visibility to segment, categorize and ultimately mitigate social, economic and political uncertainty through the production of knowable populations. This dissertation is primarily concerned with subjectification in what has been termed the “postgenomic” era, the time since the sequencing of the human genome. The particular nexus the author aims to investigate, in her artistic and scholarly work, concerns surveillance, forensics, race and social justice in relation to human genomics today. Along the way the author has interwoven a narrative describing her own artistic practice, which attempts to reveal and problematize the often obscure and naturalized knowledge production characterizing these sites. The author designates the term “biopolitical art” to describe work utilizing techniques of public amateurism, critical engineering and speculative design to pose a subversive epistemic challenge to the biopolitical status quo.

/pdf/exploring-the-cognitive-correlates-of-artistic-practice-4pqncvyoa0.pdf

Exploring the Cognitive Correlates of Artistic Practice Using a Parameterized Non-Photorealistic Toolkit

This article takes a brief walk through two complex cultures, looking at similarities and differences between them. Visual perception is vital to both art and science, for to see is to understand. The article compares how education in each subject fosters visualization and creative thinking.

https://iopscience.iop.org/article/10.1088/0031-9120/39/6/001/pdf

Seeing and Seeing: Visual Perception in Art and Science.

This article describes the genesis and nature of a 40-day course intended to improve the teaching of physics in England by teachers not originally trained in the subject. It also describes early experiences and discusses course evaluation. An accompanying article by James de Winter reviews experiences as described by participating teachers.

https://iopscience.iop.org/article/10.1088/0031-9120/46/2/002/pdf

Enabling Non-Specialists to Teach School Physics Effectively.

Some students may view physics as a mere collection of facts but their understanding can be greatly helped by the relating of a good story, such as that about the COBE satellite's search for ripples in the cosmic background radiation.

https://iopscience.iop.org/article/10.1088/0031-9120/33/6/014/pdf

Using stories to enrich the physics curriculum

The introduction of citizenship as a National Curriculum subject in English schools offers new opportunities for the effective teaching of science. This article also looks at some challenges for busy physics teachers and the resources available to support them.

A Citizenship Dimension to Physics Education.

Conventional school physics courses contain little to help students understand how decisions are made that shape physics and its uses, or what employment prospects physics may offer. Students deserve better.

Physics in a social context

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