Thinking Physics for Teaching
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Physics, Epistemology, and Teaching: Generalizations to Be Drawn from Results of Research on Teaching and Learning (A. Arons). Wrong Experiments as Didactical Tools (G. Cortini). Do We Need an Agreement with Mathematicians? (C. Bernardini). Modeling Software for Learning and Doing Physics (D. Hestenes). Contents of Physics: Essential Elements, Common Views (L. Viennot). Should Physicists Preach Wat They Practice? Generic Mental Modeling in Doing and Learning Physics (N.J. Nersessian). From Language to Concepts Appropriation in Physics: Case Studies of Some Difficulties (J. Grèa, J. Viard). Ep...
Physics, Epistemology, and Teaching: Generalizations to Be Drawn from Results of Research on Teaching and Learning (A. Arons). Wrong Experiments as Didactical Tools (G. Cortini). Do We Need an Agreement with Mathematicians? (C. Bernardini). Modeling Software for Learning and Doing Physics (D. Hestenes). Contents of Physics: Essential Elements, Common Views (L. Viennot). Should Physicists Preach Wat They Practice? Generic Mental Modeling in Doing and Learning Physics (N.J. Nersessian). From Language to Concepts Appropriation in Physics: Case Studies of Some Difficulties (J. Grèa, J. Viard). Epistemology and Physics Education (M. Cini). Physics, Philosophy and Education (A. Cromer). What Do Epistemology and Ontology Have to Offer in Considering Progression in Physics Education (M. Monk). Physics Laboratory, Yesterday, Today, and... (G. Bonera et al.). Classical Physics: The Grand Laws of Scale: Their Place in Science Education (D. Hawkins). Conceptual Dynamics: Changing Students Views of Force and Motion (R.K. Thornton). Force versus Motion Conceptions: A Phenomenological Analysis of Physics Students Questionnaires (P. Guidoni et al.). The Language of Physics: A Case Study of the Concept of Force in Primary Education (P. Kokkotas et al.). A Modern Understanding of Origins of Students' Difficulties to Operate with the Weight Concepts (I. Galili). Modeling in Physics Education: A Computerbased Learning Environment in Newtonian Mechanics (G. Adaloro et al.). Words and Their Meaning in Teaching Thermodynamics (J. Ferbar). The Need of Changes in Elementary School Teachers' Training: The Case of the Energy Concept as an Example (R. Trumper). Modern Physics: The Big Game of Energy and Entropy (F. Wanderlingh). A Critical Analysis of the Language of Modern Physics (F. Hermann). Complexity in Biology: The Point of View of a Physicist (G. Parisi). Can We Understand Intelligent Behavior by Methodsof Theoretical Physics? (F. Guerra). The Struggle against Convention: Teaching Qualitativebased Introductory Modern Physics (C.J. Linder). Students' Conceptions of Quantum Physics (A. Mashaddi). A Fundamental Concept in Quantum Theory: The Superposition Principle (G.C. Ghilardi et al.). Special and General Relativity and Cosmology for Teachers and High School Students (K>H. Lotze). Looking at the Second Law of Thermodynamics through the Eyes of Maxwell's Demon (D. Malizia, C. Tarsitani). From Effective Mass to Negative Mass (Z. Mulaj eta l.). How to Introduce Modern Physics Topics in High School Curriculum? (I. Costa, M. Da Silva Santos). Special Issues: Physical Laws Revisited (C. Agnes). Qualitative Methods in Problemsolving: The Evaluation of the Orders of Magnitude (D. Pescetti). What Should an Ordinary Man Know about Physics? (A. Aparo). University Education in Physics and the Needs of Industry (S.J. Joshua). Mediation by Text and Teacher's Prepresentations in Physics Education (M.J.P.M. de Almeida). Scientific Knowledge and Teaching Ability (A. Villani, J.L.A. Pacca). Teaching Physics and Biophysics for Veterinary Medicine Students and Specialists (D. Popovic, G. Djuric). Round Table on 'Perspective and Development of Research in Physics Education': Introduction (J. Grèa et al.). Concluding Remarks (M. Vicentini). Index.
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