SOCS - Preconceptions in Mechanics

SOCS - I

It is important to remember that not all students "misconceptions" are dysfunctional. Some "preconceptions" are intuitions that can be in basic agreement with physicists' views.  It is important that we never belittle a student because of the physics beliefs he/she holds upon entering our class.  We need to help them to see where their beliefs are not consistent with currently accepted physical theory, and help move them toward that theory.

"Preconceptions in Mechanics" by Charles W. Camp and John J. Clement, pp. 11-42.

SOCS - I

Arons continues to emphasize the importance of helping students gain a solid math foundation prior to the introduction of kinematics concepts.  Often times, high school teachers try to "smooth out" the bumps in the algebra road  under the guise of helping students, only to find out later that these students have fundamental conceptual misconceptions in kinematics which stem from their inability to do (and understand!) the algebra!

"Teaching Introductory Physics" by Arnold B Arons, pp. 32-44.

SOCS

SOCS - I

Teaching (and hopefully student learning) is made stronger when an idea is introduced first, and the name of the idea is introduced afterward. This approach should be used for EVERY new concept!  Doing so helps students build and create their own conceptual understanding rather than working within outside constraints.

"Teaching Introductory Physics" by Arnold B. Arons,  pp 23 - 32.

SOCS #2

SOCS - P

Effective physics instruction requires not only dedication and subject matter knowledge, but real, technical knowledge about how my students think and learn.  The FCI can help me diagnose students' needs.

"Force Concept Inventory" by David Hestenes, Malcolm Wells, and Gregg Swackhamer.  The Physics Teacher, March 1992.  pp 141-158.

SOCS!

This is my first attempt at an SOCS (a Statement of Crucial Significance).

SOCS – P: A crucial statement derived from a single or multiple readings that has philosophical implications.

I need to do whatever I can to help raise the reasoning skills of my students to the Formal operational level. Hopefully, modeling will help me to make this happen!

“Wherefore a science of teaching?” by David Hestenes.  The Physics Teacher, April 1979, pp 235- 242.

My attempt at the FCI!

I tried the FCI while a) trying to manage my puppy while b) trying also to manage my brother's totally untrained dog (which makes my puppy look like the most obedient dog in the universe!)  I hope that my puppy does not learn any bad habits!

I looked at the questions briefly last September before letting my students try it.  Upon a much closer reading, I realize that these are TOUGH! Each question requires a careful reading.  The concepts touched on in these questions are the concepts that my students continually struggle with.

I sincerely hope that utilizing the modeling process will help me to help my students come to a better understanding of these types of concepts!