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"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
Physics First is an educational program in the United States, that teaches a basic physics course in the ninth grade (usually 14-year-olds), [1] rather than the biology course which is more standard in public schools. This course relies on the limited math skills that the students have from pre-algebra and algebra I.
Quantum mechanics is a difficult subject to teach due to its counterintuitive nature. [1] As the subject is now offered by advanced secondary schools, educators have applied scientific methodology to the process of teaching quantum mechanics, in order to identify common misconceptions and ways of improving students' understanding.
Physics education is characterized by the study of science that deals with matter and energy, and their interactions. [11] Physics First, a program endorsed by the American Association of Physics Teachers, is a curriculum in which 9th grade students take an introductory physics course. The purpose is to enrich students' understanding of physics ...
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 ...
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.
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.
Just-in-time teaching was developed for university level physics instructors in the late 1990s, but its use has since spread to many other academic disciplines. Early work was done in the physics department at Indiana University – Purdue University Indianapolis (IUPUI) in collaboration with physics instructors at Davidson College and the United States Air Force Academy (USAFA). [1]