Collateral Readings in the Philosophy and History of Physics for the Introductory Science and Engineering Physics Course

1966 ◽  
Vol 34 (6) ◽  
pp. 519-521
Author(s):  
Herman Erlichson
Keyword(s):  
History Of Physics ◽  
Science And Engineering ◽  
Introductory Science ◽  
History Of ◽  
Physics Course ◽  
Engineering Physics

The history of physics in a high school physics course

1977 ◽  
Vol 15 (2) ◽  
pp. 102-103 ◽  
Author(s):  
Michael Grote
Keyword(s):  
High School ◽  
History Of Physics ◽  
High School Physics ◽  
History Of ◽  
Physics Course

scholarly journals Performance of History of Physics Course Through a Local Wisdom: “Wayang”

2021 ◽  
Vol 2 (1) ◽  
pp. 3-6
Author(s):  
Saidatul Khoiriyah ◽  
FX Krisna Kurniawan ◽  
Faradila Aulia' Alifteria ◽  
Angki Yustito Dulim ◽  
Nadi Suprapto
Keyword(s):  
Qualitative Research ◽  
History Of Physics ◽  
Visual Aid ◽  
History Of ◽  
Physics Course ◽  
Descriptive Qualitative

This article about scientific puppets aims to explain or describe the concept of a scientific puppet, how to make a scientific puppet, as well as the implementation and implications of puppet art as a medium of learning physics. In this case, the scientific puppet can be a learning medium for the knowledge of the history of physics scientists to students and students. The preparation of this article uses the type of descriptive qualitative research because as an interpretation and description of the concept of cultural acculturation used for learning physics, the implementation of scientific puppets as a method of learning physics. In this article produces a discussion of the concept of a scientific puppet, a puppet that presents a scientist with an actual picture of the scientist but is shaped in such a way that it is shaped like a puppet. The wayang scientist procedure starts by designing the drawings of the characters in the story to be displayed. The figures that will be used in the puppets are edited to use clothing that suits the setting of the place and atmosphere. After that, cut and placed on used cardboard so that it can be erect and given wood as a mastermind handle. The implementation of the story used is the story of a physicist J Black and JP Joule. In this case, the teacher acts as a puppeteer. The teacher uses the scientific puppet as a visual aid to present physics material through a pre-packed story. The implications of this puppet are interesting and impressive because the material of physics history is easier to understand.

NOTES: The Need for a History of Physics Course

1971 ◽  
Vol 9 (6) ◽  
pp. 337-338
Author(s):  
Robert A. Di Curcio
Keyword(s):  
History Of Physics ◽  
History Of ◽  
Physics Course

scholarly journals Study of the Implementation of Socratic Dialogue at History of Physics Course

2020 ◽  
Vol 1 (1) ◽  
pp. 7-20
Author(s):  
Moch Yusuf Efendi ◽  
Tsung-Hui Cheng ◽  
Elok Halimah Sa'diyah ◽  
Desi Wulandari ◽  
Ahmad Qosyim ◽  
...  
Keyword(s):  
Lesson Plan ◽  
Public University ◽  
History Of Physics ◽  
Socratic Dialogue ◽  
Learning Materials ◽  
Empirical Validity ◽  
The Real ◽  
Analysis Technique ◽  
History Of ◽  
Physics Course

Having the development of learning materials of the history of physics with Socratic learning dialogue, we implemented them to the two classes in a public university in Indonesia. The materials consisted of a lesson plan, student worksheets, evaluation sheets, and rubrics that fulfill the criteria of construct, content, and empirical validity. However, the discussion of this paper focused on the results of empirical validity. Learning materials were trialed and tested on a limited participant (10 university students from a public university in Surabaya - S), then the real classes included 40 students from a public university in Surabaya, Indonesia- S1 and S2 (20 students for each class). The data analysis technique used a descriptive statistical analysis with percentages and logical analysis. The research findings included: 1) the student's assessment of the learning materials (especially the handout and student worksheet) were categorized as good, 2) the feasibility of the learning materials during the real teaching activities obtained: the implementation of history of physics learning at S1 and S2 for each item was a quite good category, and 3) assessment of critical thinking students who are oriented Socratic dialogue showed that over 60% and 70% of S1 and S2 student answers lead to Socratic thinking, respectively. The implication of the study is the availability of physics history learning materials that are ready to be used in conducting lectures in the following semester.

Tolerance and integrity at Johns Hopkins

2007 ◽  
Vol 37 (2) ◽  
pp. 463-474
Author(s):  
Robert Marc Friedman
Keyword(s):  
History Of Science ◽  
History Of Physics ◽  
Conceptual History ◽  
Great Freedom ◽  
Departmental Culture ◽  
Academic Mentoring ◽  
History Of

The Department of History of Science at Johns Hopkins shaped by Harry Woolf and Robert H. Kargon brought together diverse scholars who nevertheless shared a basic outlook. Historical questions and scholarly craft took precedent over theo-retical or historiographic positioning. At the same time, students were allowed great freedom to explore and develop new perspectives for analyzing science historically. When Russell McCormmach arrived in Baltimore in the fall of 1972, he joined a departmental culture of intellectual tolerance and forthright expres-sion. In paying homage to Russ and the department I illuminate the departmental culture into which Russ entered, Russ's seminars and academic mentoring, and .nally Russ's vision for combining art and scholarship. Russ shared a deep affection for solid conceptual history of physics while supporting our ventures into new historiographic terrain.

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