Thinking in Physics

The pleasure of reasoning and understanding

Häftad, Engelska, 2016

AvLaurence Viennot

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The examples provided in this book shed light on the processes of teaching and popularization of physics, from the high school to the early undergraduate level. It emphasizes teaching students the value of clear thinking and reasoning.

Produktinformation

Utgivningsdatum2016-08-23
Mått155 x 235 x 11 mm
Vikt289 g
FormatHäftad
SpråkEngelska
Antal sidor161
FörlagSpringer
ISBN9789402402018

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Laurence Viennot is emeritus professor at the Université Denis Diderot (Paris 7) and contributed to the creation of the LDPES (Laboratoire de Didactique de la Physique dans l'Enseignement Supérieur) laboratory, now part of the Laboratoire André Revuz. She has for a long time been responsible for the Master's course in science teaching, but devotes herself equally to training physics instructors. Her books and publications are recognised worldwide as sources of reference (Teaching Physics, Enquête sur le concept de causalité, etc.). Previous books:VIENNOT L. 1979. Le raisonnement spontané en dynamique élémentaire. Paris : Hermann.VIENNOT L. 1996. Raisonner en physique: la part du sens commun. Avec la contribution de A. Benséghir, H. Caldas, F.Chauvet, J.L. Closset, W. Kaminski, L. Maurines, J. Menigaux, S. Rainson, S. Rozier, E. Saltiel, Bruxelles: De Boeck. VIENNOT L. 2002. Razonar en fisica. La contribucion del sentido comun. Trad: M.J. Pozo Municio. Madrid: Ant Machado libros (Visor Distribuciones).VIENNOT L. 2001. Reasoning in Physics The part of common sense, Trad. A. Moisy. Dordrecht: Kluwer Ac. Pub.VIENNOT L. 2002. Enseigner la Physique. Avec la collaboration de U.Besson, F. Chauvet, P. Colin, C. Hirn-Chaine, W. Kaminski, S. Rainson. Bruxelles: De Boeck.VIENNOT L. 2003. Teaching physics. With the collaboration of U. Besson, F. Chauvet, P. Colin, C. Hirn-Chaine, W. Kaminski, S. Rainson. Trad. M. Greenwood & A. Moisy. Dordrecht: Kluwer Ac. Pub. VIENNOT L. & DEBRU C. (Eds.) 2003. Enquête sur le concept de causalité. Paris: PUF. VIENNOT L (Dir.) 2009. Didactique, épistémologie et histoire des sciences – Penser l’enseignement. Collection Sciences, histoire et société, Paris : PUF.VIENNOT, L. 2011. En physique, pour comprendre . Collection Grenoble Sciences. Paris : EDP Sciences.

Foreword.- Foreword to the French Edition.- Preface.- Part I Learning to think: words, images and functions.- 1 Essential tools for comprehension.- 2 Some surprising invariances.- 3 Analysis of functional dependence: a powerful tool.- 4 Putting things into practice.- Part II Physics: linking factors.- 5 Links between phenomena in terms of type of functional dependence.- 6 The relationship between different approaches to the same phenomenon.- Part III Simplicity: ruin or triumph of coherence?.- 7 Optimising simple experiments.- 8 Popularising physics: what place for reasoning?.- 9 Conclusion.- Appendix A - What this book owes to physics education research.- Appendix B - The weight of air and molecular impacts: how do they relate?.- Appendix C –Causal linear reasoning.- Appendix D - When physics should conform to beliefs: pierced bottles.- Appendix E – Reactions of trainee journalists and scientific writers confronted with inconsistency.- Appendix F – “Facilitating elements" of communication: Year 11 students ranking the risks of misunderstanding.