Literaturnachweis - Detailanzeige
| Autor/in | Hewitt, Paul G. |
|---|---|
| Titel | Quickly Teaching Speed, Velocity, and Acceleration--Part 1 |
| Quelle | In: Science Teacher, 86 (2019) 6, S.10-11 (2 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8555 |
| Schlagwörter | Motion; Scientific Concepts; Science Instruction; Science Teachers; Mechanics (Physics); Teaching Methods; Time on Task |
| Abstract | Some introductory physics courses begin where student interest is thought to be highest--in waves, sound, and light--before speed, velocity, and acceleration. For students with math difficulties, this order makes sense. But most physics courses, including the author's own, begin with a study of motion. Why? Mostly due to tradition, he admits. When he was a student and later a beginning teacher, all introductory physics courses began with kinematics--the study of motion without regard to forces. As a seasoned teacher he introduces kinematics near the beginning of my course, but only briefly. Part 1 of this series considers the teaching of speed and velocity in physics courses. [To view Part 2 of the series which considers the teaching of acceleration, see EJ1209582.] (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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