Sparking Curiosity: How Do You Know What Your Students Are Thinking?

Autor/inn/en	Adams, Wendy K.; Willis, Courtney
Titel	Sparking Curiosity: How Do You Know What Your Students Are Thinking?
Quelle	In: Physics Teacher, 53 (2015) 8, S.469-472 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
DOI	10.1119/1.4933147
Schlagwörter	Science Instruction; Physics; Neurosciences; Memory; Student Interests; Student Motivation; Science Tests; Scientific Concepts; Test Preparation; Relevance (Education); Peer Teaching; Teaching Methods; Pretests Posttests; Active Learning; Elementary Secondary Education; Higher Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Neuroscience; Neurowissenschaften; Neurowissenschaft; Gedächtnis; Studieninteresse; Schulische Motivation; Relevance; Relevanz; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	People find it easier to learn about topics that interest them. Recent neuroscience research has demonstrated that memory is improved when learning material about which we are curious. Therefore teaching in the context of what students are interested in should result in improved learning. How do we figure out what our students are curious about? What are they thinking? In this paper we will share techniques that we use in our teaching to determine what our students are highly motivated to learn. Data demonstrating increased interest in physics over the course of the term as well as student learning will also be shared. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01