Fear of physics :and how to help students overcome it /

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"Version: 20230501"--Title page verso.Includes bibliographical references.3. Student anxieties : scary science -- 3.1. The Science Anxiety Clinic -- 4. Constructivism : rational versus radical -- 5. Relations and correlations6. Gender : not your grandmother's inequity -- 6.1. Statistics -- 6.2. Biological differences? -- 6.3. 'It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.' (Mark Twain) -- 6.4. Proportions of females studying science at universities -- 6.5. Seminal research studies -- 6.6. Raising the percentage -- 6.7. Where do we go from here?7. Nationality : does it matter? -- 7.1. PISA 2015 -- 7.2. The seven levels of proficiency8. Math anxiety : the pipeline choker -- 8.1. Mathematics : the filter -- 8.2. Similarities between math anxiety and science anxiety -- 8.3. Differences between math anxiety and science anxiety9. Laboratory pedagogy : you can't get it from a cookbook -- 9.1. The Archimedean law of buoyancy, version 1 -- 9.2. The Archimedean law of buoyancy, version 2 -- 9.3. The Archimedean law of buoyancy, version 3 -- 9.4. Labs and IT10. Group project pedagogy : more heads than one -- 10.1. Some characteristics of group project work -- 10.2. Examples of projects : Denmark upper secondary schools -- 10.3. University group projects -- 10.4. Pedagogical theory11. Pedagogies for different student populations : they're not dumb, they're different -- 11.1. Evaluations -- 11.2. Teaching physics students -- 11.3. Teaching pre-health students -- 11.4. Teaching liberal arts students12. Physics and society : close encounters -- 12.1. Close encounters of the first kind : the legendary cold inhuman physics lab -- 12.2. Close encounters of the second kind : physics as the confluence of the legendary nerds -- 12.3. Close encounters of the third kind : physics for society -- 12.4. Conclusion13. Information technology : use, under-use, over-use, misuse -- 13.1. Use -- 13.2. Under-use -- 13.3. Over-use -- 13.4. Misuse14. Online education : interaction at a distance -- 14.1. Methods of online education -- 14.2. The online environment -- 14.3. What can (and cannot) be done?1. Why physics? -- 2. Student attitudes : mad science -- 2.1. Student attitudes questionnaire -- 2.2. Student interviews -- 2.3. Teacher interviewsAn important area of physics pedagogy is the effect of student attitudes and anxieties on physics education. Due to fear, many intellectually able students are unable to obtain satisfactory results in physics. With several decades of experience studying the correlation between science attitudes and anxieties in various student populations, the authors of this comprehensive text discuss how preconceptions and misconceptions about physics often produce anxiety, and they frame this within the wider field of science anxiety. Topics covered include student attitudes, science anxiety, gender, nationality, mathematics anxiety, classroom pedagogy, laboratory pedagogy, group project pedagogy, pedagogies for different student populations, constructivism, social engagement, information technology and issues relevant to distance learning. The book expertly brings together these topics and explains their connections with attitudes and anxiety. Part of IOP Series in Physics Education.Physics educators in universities (lecturers and professors) and physics education researchers.Also available in print.Mode of access: World Wide Web.System requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.Jeffry V. Mallow is an Emeritus Professor of Physics at Loyola University Chicago. He received his PhD from Northwestern University in 1970 and joined Loyola University Chicago in 1976. He discovered and named the phenomenon of science anxiety and co-founded the first clinic to help students overcome it. He has published widely in this field, as well as in theoretical physics and science education. Helge Kastrup is an Emeritus Professor of Mathematics and Physics at Copenhagen University College and a lecturer in science and mathematics at the University of Copenhagen. He has taught physics, maths and science at levels from 10-year olds to Master's students at various Danish schools and universities. He has written several research articles and books on science and pedagogy and has contributed to several textbooks on the natural sciences.Title from PDF title page (viewed on June 10, 2023).

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: .,

Collation

1 online resource (various pagings) :illustrations (some color).

Language

English

ISBN/ISSN

9780750348669

Classification

530.071

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-

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Subject(s)

Physics
Teaching skills & techniques.
Anxiety.

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Statement of Responsibility

Jeffry V. Mallow, Helge Kastrup.

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