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008			180119t20182018enka b 001 0 eng
010			_a 2017059174
020			_a9781138235076 (hbk)
020			_a9781138235069 (pbk)
040			_aDLC _beng _cDLC _erda _dDLC
042			_apcc
050	0	0	_aQC30 _b.R64 2018
082	0	0	_a530.071 _223
100	1		_aRogers, Ben _c(Physics writer), _eauthor. _927566
245	1	4	_aThe big ideas in physics and how to teach them : _bteaching physics 11-18 / _cBen Rogers.
260			_aAbingdon, Oxon: _bRoutledge, _c2018.
300			_aix, 135 p. : _bill. ; _c25 cm
504			_aIncludes bibliographical references and index.
505			_aChapter Zero A big idea about learning; Working memory; Long-term memory; External environment; How can we use Cognitive Load Theory to accelerate learning?; Knowledge; Archetypal questions; Model-based problem solving; The privileged status of stories Willingham; Misconceptions When knowledge is wrong; Practical work in physics; Reducing Cognitive Load for practical work; Literacy A different sort of physics problem. What are the Cognitive Loads associated with reading and how can we reduce them?What are the Cognitive Loads of writing and how can we reduce them?; How to teach writing in physics; Conclusion; Chapter 1 Electricity; Introduction; A history of electricity; Electricity in the classroom; Misconceptions; Archetypal questions; Models; Model based reasoning; Practical electricity; Example lesson plan; Conclusion; Chapter 2 Forces at a distance; Petrus Peregrinus, Crusader 1269; William Gilbert of Colchester, Physician to Queen Elizabeth I 1600; Newton's Law of Universal Gravitation 1687. Faraday's lines of force 1852Maxwell's equations: The second great unification in physics 1865; Einstein's curved space 1915; Fermi's nuclear forces 1933; Teaching forces at a distance; Archetypal questions; Using strategies from cognitive psychology in lessons; Using demonstrations and practical work for writing; Example lesson plan; Conclusion; Chapter 3 Energy; A short history of five energies; Kinetic energy and potential energy: Descartes and Leibniz 1644 and 1676; Chemical energy and heat energy: James Joule 1843; Nuclear energy: E = mc2 1905; Teaching energy. Types of energy stores and pathwaysMisconceptions; Archetypal questions; Using strategies from cognitive psychology in lessons; Reading and writing; Reducing Cognitive Load; Example lesson plan; Conclusion; Chapter 4 Particles; Introduction; A history of particles; But atoms are not real. Or are they? Einstein 1904; Rays, beams and other phenomena 1869 to 1899; Pieces of atoms 1897 to 1899; Disproof of the pudding: Rutherford's astonishing career 1900 to 1921; Neutrons and war 1932 to 1945; Teaching particles; Misconceptions; Archetypal questions. Useful strategies from cognitive psychology in lessonsExample lesson plan; Conclusion; Notes; Chapter 5 The universe; Introduction; The telescope 1608; Teaching the universe; Misconceptions; Archetypal questions; Models; Practical astronomy
520			_aAimed at new and trainee physics teachers particularly non-specialists, this book provides the knowledge and skills you need to teach physics effectively at secondary level.--
650		0	_aPhysics teachers _xTraining of. _927567
650		0	_aPhysics _xStudy and teaching (Secondary) _927568
650		0	_aPhysics _xStudy and teaching _xActivity programs. _927569
776	0	8	_iOnline version: _aRogers, Ben (Physics writer), author. _tBig ideas in physics and how to teach them _dAbingdon, Oxon : Routledge, 2018 _z9781315305431 _w(DLC) 2018002921
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2lcc _cBK _hQC90 _kQC90 _m.R64
999			_c9461 _d9461