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American public schools traditionally teach biology in the first year of high school, chemistry in the second, and physics in the third. The belief is that this order is more accessible, largely because biology can be taught with less mathematics, and will do the most toward providing some scientific literacy for the largest number of students.
"High school physics textbooks" (PDF). Reports on high school physics. American Institute of Physics; Zitzewitz, Paul W. (2005). Physics: principles and problems. New York: Glencoe/McGraw-Hill. ISBN 978-0078458132
The occupation is called physics educator or physics teacher. Physics education research refers to an area of pedagogical research that seeks to improve those methods. Historically, physics has been taught at the high school and college level primarily by the lecture method together with laboratory exercises aimed at verifying concepts taught ...
Conceptual physics is an approach to teaching physics that focuses on the ideas of physics rather than the mathematics. It is believed that with a strong conceptual foundation in physics, students are better equipped to understand the equations and formulas of physics, and to make connections between the concepts of physics and their everyday life.
The fact that many students do not take physics in high school makes it more difficult for those students to take scientific courses in college. At the university/college level, using appropriate technology-related projects to spark non-physics majors' interest in learning physics has been shown to be successful. [23]
Physics education research (PER) is a form of discipline-based education research specifically related to the study of the teaching and learning of physics, often with the aim of improving the effectiveness of student learning.
The United States Invitational Young Physicists Tournament (USIYPT) is an annual physics research and debate tournament for high school students, held the last weekend in January. School-based teams of four students investigate several undergraduate-level research problems in preparation for the tournament.
By the 1964–1965 school year, about half the US students enrolled in high school physics (200,000 students, 5000 teachers) were reportedly using the PSSC course materials. [6] However, considerable resistance developed among some teachers to the disruption of traditional methods of teaching.