AAPT Abstract Archive

Abstract Information

  Session: Post-deadline I
  Paper Type: Contributed
  Title: The Logic of Science in Teaching Physics
  Meeting: 2017 Winter Meeting: Atlanta, Georgia
  Location: N/A
  Time: 2:50PM
  Author: Genrikh Golin,, Touro College,
718-265-1384, Genrikhgolin@yahoo.com
  Co-Author(s): None
  Abstract: The rapid developments of science and technology, as well as the introduction of scientific methods into all spheres of human activities, have revealed the necessity to further develop cognitive and creative abilities and intellectual potential of each student. The efficiency of teaching physics is now judged not simply by the total subject knowledge acquired by students, but mainly by their abilities in gaining new knowledge independently in class (inquiry method). When particular facts, formulas, and definitions are forgotten, what must remain as an ultimate result of the whole process of education is the fundamental knowledge and skills that enable people, regardless of their type of activities, to grasp new phenomena. We have come to the conclusion that logic physics as educational subject does not necessarily follow from the logic of physics itself. The same content of the physics course can be realized with the help of several structures (designs) consistent with the existing logic of physics as science. The choice of pedagogical design of lessons is determined by educational aims and types of education institutions. The problem under consideration has not only theoretical value but practical value as well. This analysis will be illustrated with examples taken from High School Physics Program.
  Footnotes: None
  Presentation: The Logic of Science and Teaching Physics.pptx

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