Students’ enter class with preconceptions of physical
concepts as well as predetermined ideas of what physics (or learning in
general) entails. Left unaddressed, the latter is as much an impediment to
learning as content preconceptions.
(SOCS- I: Hammer, Mestre)
To students, physics is a collection of formulas (handed
down from on high) to be memorized/manipulated. Unfortunately our textbooks and
traditional teaching methods can serve to reinforce this. As a result students develop ineffective problem solving strategies that center on finding the right equation rather than invoking experience-based intuition or some underlying conceptual understanding.
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