Physical Aesthetics: An Introductory Physics Course Through Metaphor

Leonardo ◽  
2015 ◽  
Vol 48 (5) ◽  
pp. 476-476
Author(s):  
Steven Zides
Keyword(s):  
Problem Solving ◽  
Liberal Arts ◽  
Introductory Physics ◽  
Liberal Arts Institutions ◽  
The Past ◽  
Daunting Task ◽  
Bachelor Of Arts ◽  
Solving Equations ◽  
Educational Paradigm ◽  
Physics Course

At liberal arts institutions, physics faculty struggle with the daunting task of creating a Bachelor of Arts physics offering (often referred to as Physics for Poets) that is both engaging and approachable. Over the past several years, the author has worked toward a new educational paradigm that presents introductory physics as a set of physical metaphors rather than an incomplete collage of problem-solving equations. By engaging the physical metaphors from both traditional physics and art historical viewpoints, students are forced to integrate two seemingly disparate sets of information into a cohesive knowledge base.

scholarly journals Samani and Pan (2021) Interleaving enhances memory and problem-solving skills in physics

2021 ◽  
Author(s):  
JOSHUA SAMANI ◽  
Steven C. Pan
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
University Level ◽  
Physics Course

We investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over eight weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally-arranged with interleaved homework can (despite perceptions to the contrary) foster longer-lasting and more generalizable learning.

scholarly journals Topic Order in Introductory Physics and its Impact on the STEM Curricular Ladder

2017 ◽  
Vol 7 (1) ◽  
pp. 136 ◽  
Author(s):  
Teresa L Larkin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Introductory Physics ◽  
Problem Solving Skills ◽  
First Semester ◽  
Physics Courses ◽  
Introductory Course ◽  
Electricity And Magnetism ◽  
Physics Course ◽  
Introductory Physics Courses

Introductory physics courses are an important rung on the curricular ladder in STEM. These courses help to strengthen students critical thinking and problem solving skills while simultaneously introducing them to many topics they will explore in more detail in later courses in physics and engineering. For these reasons, introductory physics is a required element on the curricular ladder. Most often, introductory physics is offered as a two-semester sequence with basic mechanics being taught in the first semester and electricity and magnetism in the second. In fact, this curricular sequence has not been altered in decades. Is there a reason for this? There are many other enduring questions that arise pertaining to these foundation courses in physics. These questions include: Does taking the introductory course sequence “out of order” have an impact on student learning in physics? What topics should be taught? When should these topics be taught? What topics could be left out? The list of questions is essentially endless. This paper will address some of these questions in part, through a brief discussion on student learning in a second-semester algebra-based physics course. Connections will also be made to the broader curricular ladder in STEM. To this end, an illustration that makes connections to an engineering statics course will be presented. This discussion will conclude by presenting some broader implications for the larger STEM communities.

scholarly journals Interleaved practice enhances memory and problem-solving ability in undergraduate physics

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Joshua Samani ◽  
Steven C. Pan
Keyword(s):  
Problem Solving ◽  
Relevant Information ◽  
Introductory Physics ◽  
University Level ◽  
Physics Course

AbstractWe investigated whether continuously alternating between topics during practice, or interleaved practice, improves memory and the ability to solve problems in undergraduate physics. Over 8 weeks, students in two lecture sections of a university-level introductory physics course completed thrice-weekly homework assignments, each containing problems that were interleaved (i.e., alternating topics) or conventionally arranged (i.e., one topic practiced at a time). On two surprise criterial tests containing novel and more challenging problems, students recalled more relevant information and more frequently produced correct solutions after having engaged in interleaved practice (with observed median improvements of 50% on test 1 and 125% on test 2). Despite benefiting more from interleaved practice, students tended to rate the technique as more difficult and incorrectly believed that they learned less from it. Thus, in a domain that entails considerable amounts of problem-solving, replacing conventionally arranged with interleaved homework can (despite perceptions to the contrary) foster longer lasting and more generalizable learning.

Truth Matters: Cognitive Integrity as an Intervention for Self-Deception

2017 ◽  
Author(s):  
Eugenia Isabel Gorlin ◽  
Michael W. Otto
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Autonomous Agents ◽  
Therapeutic Interventions ◽  
Empirical Validation ◽  
The Past ◽  
Adaptive Problem

To live well in the present, we take direction from the past. Yet, individuals may engage in a variety of behaviors that distort their past and current circumstances, reducing the likelihood of adaptive problem solving and decision making. In this article, we attend to self-deception as one such class of behaviors. Drawing upon research showing both the maladaptive consequences and self-perpetuating nature of self-deception, we propose that self-deception is an understudied risk and maintaining factor for psychopathology, and we introduce a “cognitive-integrity”-based approach that may hold promise for increasing the reach and effectiveness of our existing therapeutic interventions. Pending empirical validation of this theoretically-informed approach, we posit that patients may become more informed and autonomous agents in their own therapeutic growth by becoming more honest with themselves.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

The Nature of Student Affairs Work in the Liberal Arts College

NASPA Journal ◽  
2004 ◽  
Vol 42 (1) ◽  
Author(s):  
Joan B. Hirt ◽  
Catherine T. Amelink ◽  
Steven R Schneiter
Keyword(s):  
Student Affairs ◽  
Work Environment ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Student Affairs Professionals ◽  
Student Affairs Administrators ◽  
Student Affairs Administration ◽  
Liberal Arts Institutions ◽  
Work Habits ◽  
Liberal Arts Institution

The mission of the liberal arts institution is to educate the whole student; this parallels the aims of student affairs administration. How does this mission affect what student affairs professionals employed at these institutions do? For this study, researchers examined the nature of work for student affairs administrators at liberal arts institutions. Results revealed that professional life can be conceptualized through three themes: the manner in which work is conducted, work habits in relation to students, and the work environment.

Competency-Based Education in Minimally Invasive and Robotic Colorectal Surgery

2021 ◽  
Vol 34 (03) ◽  
pp. 155-162
Author(s):  
Marisa Louridas ◽  
Sandra de Montbrun
Keyword(s):  
Minimally Invasive ◽  
Technical Skill ◽  
Assessment Tools ◽  
Independent Practice ◽  
Competency Based Education ◽  
The Past ◽  
Robotic Colorectal Surgery ◽  
Competency Based ◽  
Colorectal Surgeons ◽  
Educational Paradigm

AbstractMinimally invasive and robotic techniques have become increasingly implemented into surgical practice and are now an essential part of the foundational skills of training colorectal surgeons. Over the past 5 years there has been a shift in the surgical educational paradigm toward competency-based education (CBE). CBE recognizes that trainees learn at different rates but regardless, are required to meet a competent threshold of performance prior to independent practice. Thus, CBE attempts to replace the traditional “time” endpoint of training with “performance.” Although conceptually sensible, implementing CBE has proven challenging. This article will define competence, outline appropriate assessment tools to assess technical skill, and review the literature on the number of cases required to achieve competence in colorectal procedures while outlining the barriers to implementing CBE.

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