No data available.
Please log in to see this content.
You have no subscription access to this content.
No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.
Sparking Curiosity: How Do You Know What Your Students Are Thinking?
2.G. M. Novak, E. T. Patterson, A. D. Gavrin, W. Christian, and K. Forinash, “Just in Time Teaching,” Am. J. Phys. 67 (10), 937 (Oct. 1999).
4.R. D. Knight, B. Jones, and S. Field, College Physics, 2nd ed. (Pearson Education, 2009).
5.D. Kahneman, Thinking, Fast and Slow (Macmillan, 2011).
7.W. K. Adams et al., “New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey,” Phys. Rev. ST-Phys. Educ. Res. 2 (1), 010101 (2006).
9.The FCI was administered during lab in the first and last weeks of the course with no incentives for completion and it could not impact students' course grade.
Article metrics loading...
People find it easier to learn about topics that interest them. Recent neuroscience research has demonstrated that memory is improved when learning material about which we are curious. Therefore teaching in the context of what students are interested in should result in improved learning. How do we figure out what our students are curious about? What are they thinking? In this paper we will share techniques that we use in our teaching to determine what our students are highly motivated to learn. Data demonstrating increased interest in physics over the course of the term as well as student learning will also be shared.
Full text loading...
Most read this month