Newspaper Physics for First-Year College Students: An Interdisciplinary Approach

Autor/inn/en	Bahng, E. J.; Hauptman, John; Lowery, Jennifer
Titel	Newspaper Physics for First-Year College Students: An Interdisciplinary Approach
Quelle	In: Journal of College Science Teaching, 52 (2023) 3, S.34-45 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Physics; College Freshmen; Course Descriptions; Newspapers; Instructional Design; Models; Knowledge Level; Thinking Skills; Self Esteem; Science Education; College Science; Interdisciplinary Approach; Student Attitudes; Science Instruction + Suchen Sie Ihr Suchwort? Physik; Studienanfänger; Kursstrukturplan; Newspaper; Zeitung; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Wissensbasis; Denkfähigkeit; Self-esteem; Selbstaufmerksamkeit; Naturwissenschaftliche Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This article describes and illustrates a physics course for first-year college students whose only knowledge of physics is that they do not like the subject. The physics content is driven entirely by what appears in the daily newspapers and generally covers most physics topics in a semester. This course was structured as a learning community that combined English and physics in a single 6-credit course. Most of the writing assignments were about physics. A semester-long overview is shared, as is the instructional model for Newspaper Physics. We also provide three examples of how this model is used. Findings indicate that students gained higher physics content knowledge, higher-order thinking skills, greater confidence in seeking help and understanding science, and more opportunities to work with peers outside of class. This study contributes community-based interdisciplinary teaching and learning strategies. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01