Using Math in Physics: "4. Toy Models"

Autor/in	Redish, Edward F.
Titel	Using Math in Physics: "4. Toy Models"
Quelle	In: Physics Teacher, 59 (2021) 9, S.683-688 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Physics; Science Instruction; Interdisciplinary Approach; Mathematics; Mathematical Models; Introductory Courses; Scientific Concepts; Barriers; Teaching Methods; Secondary School Science; High Schools + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematik; Mathematical model; Mathematisches Modell; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; High school; Oberschule
Abstract	Learning to create, use, and evaluate models is a central element of becoming a scientist. In physics, we often begin an analysis of a complicated system with highly simplified or toy models. In introductory physics classes, we tend to use them without comment or motivation. Some students infer that physics is irrelevant to their understanding of the real world and are discouraged from making the cognitive blend of physics concepts with math symbology essential for making sense of physics. In this paper, I discuss the often-hidden barriers that make it difficult for our students to accept and understand the value of toy models and suggest instructional approaches that can help. [For "Using Math in Physics: 3. Anchor Equations," see EJ1331101.] (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01