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This book promotes the effective implementation and development of
critical analysis in physics. It focuses on explanatory texts
concerning subjects typically dealt with in secondary or higher
education and addressed in an academic or popular context. It
highlights the general difficulties and obstacles inherent in
teaching physics and shows how some tools can help to combine
successful criticism and better understanding. The book examines
the main reasons to call a text into question and looks at risk
factors such as simplifications, story-like explanations and visual
analogies. It takes inventory of the benefits and limits of
critical analysis and discusses the complex links between
conceptual mastery and critical attitude. The book ends by offering
tools to activate critical thinking and ways for educators to guide
students towards productive critical analysis.
Read this book if you care about students really understanding
physics and getting genuine intellectual satisfaction from doing
so. Read it too if you fear that this goal is out of reach you may
be surprised Laurence Viennot here shows ways to deal with the
awkward fact that common sense thinking is often not the same as
scientific thinking. She analyses examples of frequent and
widespread errors and confusions, which provide a real eye-opener
for the teacher. More than that, she shows ways to avoid and
overcome them. The book argues against over-emphasis on fun
applications, demonstrating that students also enjoy and value
clear thinking.
The book has three parts:
making sense of special scientific ways of reasoning (words,
images, functions)
making connections between very different topics, each
illuminating the other
simplifying, looking for consistency and avoiding incoherent
over-simplification
The book is enhanced with supplementary online materials that will
allow readers to further expand their teaching or research
interests and think about them more deeply."
This book promotes the effective implementation and development of
critical analysis in physics. It focuses on explanatory texts
concerning subjects typically dealt with in secondary or higher
education and addressed in an academic or popular context. It
highlights the general difficulties and obstacles inherent in
teaching physics and shows how some tools can help to combine
successful criticism and better understanding. The book examines
the main reasons to call a text into question and looks at risk
factors such as simplifications, story-like explanations and visual
analogies. It takes inventory of the benefits and limits of
critical analysis and discusses the complex links between
conceptual mastery and critical attitude. The book ends by offering
tools to activate critical thinking and ways for educators to guide
students towards productive critical analysis.
Read this book if you care about students really understanding
physics and getting genuine intellectual satisfaction from doing
so. Read it too if you fear that this goal is out of reach - you
may be surprised! Laurence Viennot here shows ways to deal with the
awkward fact that common sense thinking is often not the same as
scientific thinking. She analyses examples of frequent and
widespread errors and confusions, which provide a real eye-opener
for the teacher. More than that, she shows ways to avoid and
overcome them. The book argues against over-emphasis on "fun"
applications, demonstrating that students also enjoy and value
clear thinking. The book has three parts: * making sense of special
scientific ways of reasoning (words, images, functions) * making
connections between very different topics, each illuminating the
other * simplifying, looking for consistency and avoiding
incoherent over-simplification The book is enhanced with
supplementary online materials that will allow readers to further
expand their teaching or research interests and think about them
more deeply.
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