Deep Learning in Introductory Physics

<p>A volume in Science & Engineering Education Sources</p><p>Deep Learning in Introductory Physics: Exploratory Studies of Model?Based Reasoning is concerned with<br />the broad question of how students learn physics in a model?centered classroom. The diverse<br />creative and sometimes unexpected ways students construct models and deal with intellectual<br />conflict provide valuable insights into student learning and cast a new vision for physics teaching.<br />This book is the first publication in several years to thoroughly address the “coherence versus<br />fragmentation” debate in science education and the first to advance and explore the hypothesis that<br />deep science learning is regressive and revolutionary. Deep Learning in Introductory Physics also contributes to a growing literature<br />on the use of history and philosophy of science to confront difficult theoretical and practical issues in science teaching and<br />addresses current international concern over the state of science education and appropriate standards for science teaching and<br />learning.<br />The book is divided into three parts. Part I introduces the framework agenda and educational context of the book. An initial study<br />of student modeling raises a number of questions about the nature and goals of physics education. Part II presents the results of<br />four exploratory case studies. These studies reproduce the results of Part I with a more?diverse sample of students; under new<br />conditions (a public debate peer discussions and group interviews); and with new research prompts (model?building software<br />bridging tasks and elicitation strategies). Part III significantly advances the emergent themes of Parts I and II through historical<br />analysis and a review of physics education research.</p>