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1 Motivación
4 Referencias.
1 Motivación
4 Referencias.
La altura
del cono
√ es
H = L2 − R 2 .
Dos relaciones
geométricas
de utilidad
son l = ( RL ) r
and z = ( H R ) r.
1 Motivación
4 Referencias.
Concluding remarks
The presented problem-solving strategy is a consistent and
coherent methodological framework for teaching physics which
integrates both aspects, conceptual and mathematical
reasoning, in a systemic way of thinking, aiming to tackle two
major problems in the learning and teaching of physics:
1 The students’ need for a suitable methodological
framework that could help them to fill the textbooks’ gap on
enhancing their mathematical reasoning abilities, which
are essential for reinforcing students’ knowledge of
conceptual physics.
2 A deficiency in the teaching of physics leading to students
not being taught a coherent physics problem-solving
strategy that enables them to engage in both mathematical
and conceptual reasoning.
A word of caution
If the trend of teaching Physics via an overemphasis on
conceptual reasoning over the development of quantitative
reasoning is adopted by curriculum developers of undeveloped
countries, no doubt that it will have a negative impact on the
development of the sciences in those countries. In fact, while
industrialized countries have resources to deal with the side
effects of this trend, undeveloped countries does not.
1 Motivación
4 Referencias.
D. Klein.
School math books, nonsense, and the national science
foundation.
Am. J. Phys., 75:101–102, 2007.
R. Mualem and B. S. Eylon.
’physics with a smile’-explaining phenomena with a
qualitative problem-solving strategy.
Phys. Teach., 45:158–163, 2007.
See also references there in.
C. Hoellwarth, M. J. Moelter, and R. D. Knight.
A direct comparison of conceptual learning and problem
solving ability in traditional and studio style classrooms.
Am. J. Phys., 73:459–462, 2005.
M. Sobel.
Response to “are most people too dumb for physics?”.
Phys. Teach., 47(7):422–423, 2009.
R. Ehrlich.
How do we know if we are doing a good job in physics
teaching?
Am. J. Phys., 70:24–29, 2002.
F. Reif.
Teaching problem solving – a scientific approach.
Phys. Teach., 19:310–316, 1981.
See also references there in.
D. Hammer.
More than misconceptions: Multiple perspectives on
student knowledge and reasoning, and an appropriate role
for education research.
Am. J. Phys., 64:1316–1325, 1996.
L. G. Rimoldini and C. Singh.
Student understanding of rotational and rolling motion
concepts.
Phys. Rev. ST. Phys. Educ. Res., 1:010102:1–9, 2005.
G. Polya.
How to Solve it. A new aspect of mathematical method.
Princeton University Press, Inc., 2nd. ed., second printing.
edition, 1973.
R. E. Scherr.
Modeling student thinking: An example from special
relativity.
Am. J. Phys., 75:272–280, 2007.
C. Singh.
Categorization of problems to assess and improve
proficiency as teachers and learners.
Am. J. Phys., 77:73–80, 2009.
T. R. Sandin.
Nonconservation of linear momentum in ballistic
pendulums.
Am. J. Phys., 41:426–427, 1973.
C. F. Bohren.
Physics textbook writing: Medieval, monastic mimicry.
Am. J. Phys., 77:101–103, 2009.
D. Bolam and I. Wilkinson.
Inertia of a conical shell.
The mathematical Gazette, 45:335–336, 1961.
A. Hobson.
Repeated problem solving.
Am. J. Phys., 74:374–374, 2006.
C. Singh.
When physical intuition fails.
Am. J. Phys., 70:1103–1109, 2002.