Unit I - Preconceptions in Mathematics

SOCS-I

I really like the examples presented and the idea of voting especially the "make sense" idea, but the way it's presented still seems a bit cookbook to me and too teacher-centered.

Explaining the "at rest" condition of an object

SOCS-I

Love using multiple scenarios to help students develop the concept of force being both active push or pull and passive support or resistance to motion, especially using light reflected off table.  (Minstrell)

Two Approaches to Learning Physics

SCOC-I
How do I get my students to realize that physics is more than formulas?  By involving them in the process.  Don't tell them formulas and procedures, let them create their own.
(Hammer)

Learning and Instruction in Pre-College Physical Science

SOCS-I
Learning that students hold on to misconceptions even after doing well in science class gives me the goal of asking questions instead of just revealing formulas and showing how to use them.
(Mestre)

Arons 2.1-2.7

SOCS-I

An ongoing goal I have is to increase kinesthetic experiences in my classroom. Having students move to match the motion depicted in a graph is a great way to do this. (Arons)

Arons 1.1-1.12; 1.17-1.18

SOCS-C
We must help students understand the concepts of area, volume and proportional reasoning rather than just showing them how to use formulas.  If students don't understand these fundamentals, how can they be expected to understand physics?
(Arons)

How We Teach and How Students Learn - A Mismatch?

SOCS-C
New instructional methods are certainly important, but I feel the curriculum issue is just as important. Students need time to really learn and that is not possible with the breakneck pace required under current curriculum expectations.
(McDermott)