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  • Five Frequently Fatal Freshmen Physics Fantasies

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    Priyan Gandhi
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    1. The document identifies five common fantasies that new university students have about physics courses. These include thinking they can finish strong at the end without consistent effort, viewing the professor as a friend rather than authority on grades, treating it like an extension of high school, believing weak areas won't be tested, and prioritizing passing over learning. 2. It explains that truly learning physics requires repeated practice of methods over the entire term, not just cramming at the end or relying on high school study habits. Grades are determined by the grading policy, not excuses or reasons for needing to pass. 3. The document questions whether current teaching and evaluation methods reinforce these fantasies or help students develop effective learning strategies

    Original Description:

    Freshman Five Mistakes

    Original Title

    Freshman Five

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    1. The document identifies five common fantasies that new university students have about physics courses. These include thinking they can finish strong at the end without consistent effort, viewing the professor as a friend rather than authority on grades, treating it like an extension of high school, believing weak areas won't be tested, and prioritizing passing over learning. 2. It explains that truly learning physics requires repeated practice of methods over the entire term, not just cramming at the end or relying on high school study habits. Grades are determined by the grading policy, not excuses or reasons for needing to pass. 3. The document questions whether current teaching and evaluation methods reinforce these fantasies or help students develop effective learning strategies

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    9 views1 page

    Five Frequently Fatal Freshmen Physics Fantasies

    Uploaded by

    Priyan Gandhi
    1. The document identifies five common fantasies that new university students have about physics courses. These include thinking they can finish strong at the end without consistent effort, viewing the professor as a friend rather than authority on grades, treating it like an extension of high school, believing weak areas won't be tested, and prioritizing passing over learning. 2. It explains that truly learning physics requires repeated practice of methods over the entire term, not just cramming at the end or relying on high school study habits. Grades are determined by the grading policy, not excuses or reasons for needing to pass. 3. The document questions whether current teaching and evaluation methods reinforce these fantasies or help students develop effective learning strategies

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    P H YSIC S E DUCAT ION

    January 2007

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