E. F. Redish, Vortraege, Deutsche Physikalishe Gesellschaft, Didaktik der Physik, 60. Physikertagung, K. H. Lotze (ed), p 51-65, Jena, Germany (March 1996). (html version)
Abstract: During the past fifteen years, physics education research has taught us many surprising things about the difficulties introductory university students have in learning physics. At the same time, the ongoing revolution in information technology has led to new tools for creating innovative educational environments. In response to these two developments, a wide variety of new models of physics instruction are beginning to appear. We review some of the findings of physics education research, putting them into the context of a theory of thinking and learning. Some of the most promising instructional models currently being developed in the US are discussed.
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