TY  - BOOK
AU  - Mallow,Jeffry V.
AU  - Kastrup,Helge
ED  - Institute of Physics (Great Britain),
TI  - Fear of physics: and how to help students overcome it 
T2  - [IOP release $release]
SN  - 9780750348669
AV  - QC30 .M354 2023eb
PY  - 2023///]
CY  - Bristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK)
PB  - IOP Publishing
KW  - Physics
KW  - Study and teaching
KW  - Anxiety
KW  - Teaching skills & techniques
KW  - bicssc
KW  - EDUCATION / Teaching / Subjects / Science & Technology
KW  - bisacsh
N1  - "Version: 20230501"--Title page verso; Includes bibliographical references; 3. Student anxieties : scary science -- 3.1. The Science Anxiety Clinic -- 4. Constructivism : rational versus radical -- 5. Relations and correlations; 6. Gender : not your grandmother's inequity -- 6.1. Statistics -- 6.2. Biological differences? -- 6.3. 'It ain't what you don't know that gets you into trouble. It's what you know for sure that just ain't so.' (Mark Twain) -- 6.4. Proportions of females studying science at universities -- 6.5. Seminal research studies -- 6.6. Raising the percentage -- 6.7. Where do we go from here?; 7. Nationality : does it matter? -- 7.1. PISA 2015 -- 7.2. The seven levels of proficiency; 8. Math anxiety : the pipeline choker -- 8.1. Mathematics : the filter -- 8.2. Similarities between math anxiety and science anxiety -- 8.3. Differences between math anxiety and science anxiety; 9. Laboratory pedagogy : you can't get it from a cookbook -- 9.1. The Archimedean law of buoyancy, version 1 -- 9.2. The Archimedean law of buoyancy, version 2 -- 9.3. The Archimedean law of buoyancy, version 3 -- 9.4. Labs and IT; 10. Group project pedagogy : more heads than one -- 10.1. Some characteristics of group project work -- 10.2. Examples of projects : Denmark upper secondary schools -- 10.3. University group projects -- 10.4. Pedagogical theory; 11. Pedagogies for different student populations : they're not dumb, they're different -- 11.1. Evaluations -- 11.2. Teaching physics students -- 11.3. Teaching pre-health students -- 11.4. Teaching liberal arts students; 12. Physics and society : close encounters -- 12.1. Close encounters of the first kind : the legendary cold inhuman physics lab -- 12.2. Close encounters of the second kind : physics as the confluence of the legendary nerds -- 12.3. Close encounters of the third kind : physics for society -- 12.4. Conclusion; 13. Information technology : use, under-use, over-use, misuse -- 13.1. Use -- 13.2. Under-use -- 13.3. Over-use -- 13.4. Misuse; 14. Online education : interaction at a distance -- 14.1. Methods of online education -- 14.2. The online environment -- 14.3. What can (and cannot) be done?; 1. Why physics? -- 2. Student attitudes : mad science -- 2.1. Student attitudes questionnaire -- 2.2. Student interviews -- 2.3. Teacher interviews; Physics educators in universities (lecturers and professors) and physics education researchers; Also available in print
N2  - An important area of physics pedagogy is the effect of student attitudes and anxieties on physics education. Due to fear, many intellectually able students are unable to obtain satisfactory results in physics. With several decades of experience studying the correlation between science attitudes and anxieties in various student populations, the authors of this comprehensive text discuss how preconceptions and misconceptions about physics often produce anxiety, and they frame this within the wider field of science anxiety. Topics covered include student attitudes, science anxiety, gender, nationality, mathematics anxiety, classroom pedagogy, laboratory pedagogy, group project pedagogy, pedagogies for different student populations, constructivism, social engagement, information technology and issues relevant to distance learning. The book expertly brings together these topics and explains their connections with attitudes and anxiety. Part of IOP Series in Physics Education
UR  - https://iopscience.iop.org/book/mono/978-0-7503-4866-9
ER  -