The most effective way for children to learn about science is through hands-on experience, not through memorising theory. That principle is at the heart of Waldorf science teaching, and is the basis for this invaluable book. The authors explore the nature of 'phenomenological' -- experiential -- science' and how it can help middle-school students engage with physics, and stimulate observation and wonder. The book has step-by-step experiments that demonstrate how to approach science in this lively, real-life way. It is an essential book for any teacher who wants to bring this kind of fulfilling interaction into their classroom.

This book is written for students and other interested readers as a look inside the diverse range of applications for physics outside of the scientific research environment. This first volume covers several different areas of the arts and design ranging from stage lighting to sculpting. The author has interviewed experts in each area to explain how physics and technology impact their work. These are all useful examples of how physics encountered in taught courses relates to the real world.

Physics for the IB Diploma, Sixth edition, covers in full the requirements of the IB syllabus for Physics for first examination in 2016. Physics for the IB Diploma with Cambridge Elevate enhanced edition delivers complete coverage of the syllabus, with links to Theory of Knowledge, International-mindedness and Nature of Science themes. This Cambridge Elevate enhanced edition of the coursebook provides a wealth of learning opportunities through auto-marked formative assessment quizzes with tailored feedback, carefully selected animated videos to visualise challenging concepts, exam-style questions and more.

These resources have been created specifically for the new 2016 OCR Gateway GCSE (9-1) specifications, providing support for the new harder GCSE content and increased maths requirements, as well as all required practicals. As OCR's Publishing Partner for Science, we work with OCR throughout the development of the qualifications to deliver high-quality resources. - Built-in assessment and differentiation makes progress tracking easy. - Students of all abilities are supported through the new, more demanding GCSE with ramped questions and differentiated objectives for every topic. - Maths skills are built through exclusive direct, specification-matched links to MyMaths via Kerboodle, alongside worked examples and practice questions. - Practical skills are developed throughout the course, with specific practice for the new practical questions and a bank of practical activities on Kerboodle. - Multiple-choice, maths, practical and synoptic questions are included throughout. - The Teacher Handbook features full lesson plans, answers, maths and literacy suggestions, differentiated outcomes, and ideas for support, extension, and homework.

Deep Learning in Introductory Physics: Exploratory Studies of Model?Based Reasoning is concerned with the broad question of how students learn physics in a model?centered classroom. The diverse, creative, and sometimes unexpected ways students construct models, and deal with intellectual conflict, provide valuable insights into student learning and cast a new vision for physics teaching. This book is the first publication in several years to thoroughly address the "coherence versus fragmentation" debate in science education, and the first to advance and explore the hypothesis that deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching, and addresses current international concern over the state of science education and appropriate standards for science teaching and learning. The book is divided into three parts. Part I introduces the framework, agenda, and educational context of the book. An initial study of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of four exploratory case studies. These studies reproduce the results of Part I with a more diverse sample of students; under new conditions (a public debate, peer discussions, and group interviews); and with new research prompts (model?building software, bridging tasks, and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical analysis and a review of physics education research.