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New directions in the teaching of physical sciences最新文献

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Epistemological beliefs and intellectual development in the physical sciences 物理科学中的认识论信仰和智力发展
New directions in the teaching of physical sciences Pub Date : 2016-02-23 DOI: 10.29311/NDTPS.V0I5.444
Nancy El-Farargy
{"title":"Epistemological beliefs and intellectual development in the physical sciences","authors":"Nancy El-Farargy","doi":"10.29311/NDTPS.V0I5.444","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I5.444","url":null,"abstract":"Much research has been documented on the stage of students‟ intellectual and epistemological development during their studies and upon course completion. To a large extent, the literature suggests that promoting students through the intellectual framework is a desirable feat. Indeed, students graduating from university at the more developed stages of intellectual and epistemological sophistication are better equipped to synthesise, evaluate, organise and cross reference knowledge into different domains. In this review, modes of epistemological beliefs will be discussed as sources of valuable information to departments about the quality and nature of students‟ perceptions of learning and teaching. The results of recent research in epistemological and intellectual development will also be discussed; this perhaps being a mechanism to inform learning and teaching practices within the physical sciences.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127971270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Reflections on a first time experience of problem-based learning 对基于问题的学习的第一次体验的反思
New directions in the teaching of physical sciences Pub Date : 2016-02-23 DOI: 10.29311/NDTPS.V0I5.453
Adilah Shariff
{"title":"Reflections on a first time experience of problem-based learning","authors":"Adilah Shariff","doi":"10.29311/NDTPS.V0I5.453","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I5.453","url":null,"abstract":"The aim of this paper is to share the author‟s experience of Problem -Based Learning (PBL). The paper also discuss some of the author‟s opinions and views about PBL and highlight some of the problems faced by the author as a facilitator as well as point out some of the problems faced by the students.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133250047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Fostering Learning Improvements in Physics (FLIP): A status report 促进物理学习改进(FLIP):现状报告
New directions in the teaching of physical sciences Pub Date : 2016-02-12 DOI: 10.29311/NDTPS.V0I9.501
Olivia Johnson, Sally Hancock, Judy Hardy, R. Galloway, Marsali Wallace, S. Bates, Steve Draper
{"title":"Fostering Learning Improvements in Physics (FLIP): A status report","authors":"Olivia Johnson, Sally Hancock, Judy Hardy, R. Galloway, Marsali Wallace, S. Bates, Steve Draper","doi":"10.29311/NDTPS.V0I9.501","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I9.501","url":null,"abstract":"The Fostering Learning Improvements in Physics project is examining the international status of subject-based educational research in physics and the potential for work in this field to impact the teaching and learning of undergraduate physics in UK universities. While focused specifically on physics, outcomes of the project may be relevant to subject-based educational research and to teaching and learning within the physical sciences more generally. We report on the aims, approaches and current status at the mid-point of this one-year study.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114149311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Electricity and Magnetism (3rd ed.) by E Purcell and D Morin 电与磁(第三版)，作者:E Purcell和D Morin
New directions in the teaching of physical sciences Pub Date : 2016-02-12 DOI: 10.29311/NDTPS.V0I9.507
S. Nolan
{"title":"Electricity and Magnetism (3rd ed.) by E Purcell and D Morin","authors":"S. Nolan","doi":"10.29311/NDTPS.V0I9.507","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I9.507","url":null,"abstract":"This book is an excellent updated introduction to this classic 50 year old text for 1 st and 2 nd year undergraduate electromagnetism. Starting from the basic concept of electronic charge and building in neat sequential units, from electrostatics, through current and into magnetism, it provides an excellent introduction to Maxwell ’ s equations.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120982624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Clarifications and corrections 澄清和更正
New directions in the teaching of physical sciences Pub Date : 2016-02-12 DOI: 10.29311/NDTPS.V0I8.497
D. Read
{"title":"Clarifications and corrections","authors":"D. Read","doi":"10.29311/NDTPS.V0I8.497","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I8.497","url":null,"abstract":"A note on the article “Sharing learning outcomes in chemistry teaching at HE level: beneficial or detrimental?”, David Read et al, New Directions, issue 7, pp. 31-36.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131969345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Utilising data-driven learning in chemistry teaching: A shortcut to improving chemical language comprehension 在化学教学中运用数据驱动学习:提高化学语言理解能力的捷径
New directions in the teaching of physical sciences Pub Date : 2014-06-01 DOI: 10.11120/NDIR.2014.00028
Simon Rees, Megan Bruce, S. Bradley
{"title":"Utilising data-driven learning in chemistry teaching: A shortcut to improving chemical language comprehension","authors":"Simon Rees, Megan Bruce, S. Bradley","doi":"10.11120/NDIR.2014.00028","DOIUrl":"https://doi.org/10.11120/NDIR.2014.00028","url":null,"abstract":"This article describes the development of the FOCUS project and specific pedagogical strategies to improve understanding of the language of chemistry. The importance of language comprehension skills for success in learning chemistry has recently been highlighted by Pyburn et al. (2013). The FOCUS project has involved the construction of a database of student writings (from foundation to Ph.D. level) to create a corpus that can then be analysed for the occurrence of key words in context. Using the principles of concordance and data-driven learning (where student becomes language researcher) a number of teaching activities have been developed to enhance the understanding of subject-specific language for both home and international students studying on a foundation level Chemistry course.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114530182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Assessing the status of fundamental chemistry knowledge Using a visually displayed chemistry diagnostic test 使用视觉显示的化学诊断测试评估基础化学知识的状况
New directions in the teaching of physical sciences Pub Date : 2014-06-01 DOI: 10.29311/NDTPS.V0I10.517
S. Fergus, G. Hitch
{"title":"Assessing the status of fundamental chemistry knowledge Using a visually displayed chemistry diagnostic test","authors":"S. Fergus, G. Hitch","doi":"10.29311/NDTPS.V0I10.517","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I10.517","url":null,"abstract":"Students in the classroom may possess varying levels of knowledge and understanding of fundamental chemical concepts so it is necessary to ascertain if any misalignment exists with their expected prior knowledge; if left un-addressed, such misalignment may create difficulties for students beyond the first year of their undergraduate study. The aim of this initial diagnostic test study is to assess students' knowledge of basic concepts in chemistry that underpin the science of patient safety in pharmacy practice using a novel approach which enables a variety of question types. A diagnostic test using Microsoft PowerPoint© consisting of 40 individually timed questions was presented to an entire cohort of Master of Pharmacy (MPharm) degree programme undergraduate students in both the first year (n = 163) and third year (n = 118). The questions ranged from basic chemical nomenclature to more complex areas such as stereochemistry. Our results showed that the third year undergraduates performed significantly better than those in their first year (p ≤ 0.004) with both cohorts performing well in the basic questions such as recognition of elements and bonding. However, a more in-depth analysis of the questions indicated areas such as chemical structures and mole calculations that caused difficulty for both cohorts. This test highlights problem areas in fundamental chemistry concepts which students find difficult either to grasp or to solve, and as such it serves as a useful diagnostic tool enabling a more targeted approach to teaching.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128862439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Residential Chemistry Camps for School Students: Why Bother? 学生化学营地:为什么要麻烦?
New directions in the teaching of physical sciences Pub Date : 2014-06-01 DOI: 10.11120/NDIR.2014.00019
T. Harrison, S. Croker, D. Shallcross
{"title":"Residential Chemistry Camps for School Students: Why Bother?","authors":"T. Harrison, S. Croker, D. Shallcross","doi":"10.11120/NDIR.2014.00019","DOIUrl":"https://doi.org/10.11120/NDIR.2014.00019","url":null,"abstract":"Bristol ChemLabS has been providing several residential school experiences per year for the past eight years. The Chemistry Camps are two days of intensive activity and, wherever possible, involve a stay in a hall of residence. The majority of the time is spent in undergraduate teaching laboratories learning new skills on the first day, which are then used again on the second. The other academic sessions include spectroscopy tours, short lectures from postgraduate students on their research areas, a discussion of university application procedures in general by admissions officers and a lecture demonstration. The non-academic side is also addressed via a stay in a hall of residence and a course dinner. The purpose of this paper is to discuss the organisation and running of such camps and to explore the benefits for both the students and the School of Chemistry.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114062584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Quantum Processes, Systems and Information by Benjamin Schumacher & Michael Westmoreland 《量子过程、系统和信息》，作者:Benjamin Schumacher和Michael Westmoreland
New directions in the teaching of physical sciences Pub Date : 2014-06-01 DOI: 10.29311/NDTPS.V0I10.519
A. Kohnle
{"title":"Quantum Processes, Systems and Information by Benjamin Schumacher & Michael Westmoreland","authors":"A. Kohnle","doi":"10.29311/NDTPS.V0I10.519","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I10.519","url":null,"abstract":"Quantum Processes, Systems and Information is a textbook aimed at advanced undergraduate students that brings together more traditional quantum mechanics topics and quantum information theory. The book is novel both in this focus and its presentation of the material. The first five chapters discuss the basics of quantum theory using three isomorphic two-level systems: a photon in a Mach–Zehnder interferometer, a spin ½ particle and a two-level atom. These chapters also develop basic quantum information concepts such as the entropy of a message, interpreting unitary time evolution in terms of information capacity and the difference between distinct and distinguishable states in terms of the basic decoding and distinguishability theorems. The text then continues (chapters 6–9) with two-particle states, including entanglement, hidden variables, the no-cloning theorem, density operators and open systems. The transition to continuous systems, the starting point for many quantum mechanics textbooks, is made only in chapter 10, and the following chapters include standard wave mechanics found in many texts. The final three chapters revert the focus back to quantum information processing.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"46 26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124670502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Placing physics undergraduates into a state of confusion: why we must deliberately perplex learners during their degree course 让物理本科生陷入困惑:为什么我们必须在学位课程中故意让学习者感到困惑
New directions in the teaching of physical sciences Pub Date : 2014-06-01 DOI: 10.29311/NDTPS.V0I10.509
V. Tymms
{"title":"Placing physics undergraduates into a state of confusion: why we must deliberately perplex learners during their degree course","authors":"V. Tymms","doi":"10.29311/NDTPS.V0I10.509","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I10.509","url":null,"abstract":"In this opinion piece (based on personal teaching experience and independent study of the literature) I outline how we as teachers deliberately confuse our students during their physics degrees. I explain how the passing through this confused state can be thought of as a rite of passage for students, and suggest how a greater awareness of this can assist our teaching.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122508530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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