000 06749nam a2200769 i 4500
001 9780750348669
003 IOP
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006 m eo d
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008 230610s2023 enka fob 000 0 eng d
020 _a9780750348669
_qebook
020 _a9780750348652
_qmobi
020 _z9780750348645
_qprint
020 _z9780750348676
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024 7 _ahttps://doi.org/10.1088/978-0-7503-4866-9
_2doi
035 _a(CaBNVSL)thg00083614
035 _a(OCoLC)1382424729
040 _aCaBNVSL
_beng
_erda
_cCaBNVSL
_dCaBNVSL
050 4 _aQC30
_b.M354 2023eb
072 7 _aJNT
_2bicssc
072 7 _aEDU029030
_2bisacsh
100 1 _aMallow, Jeffry V.,
_eauthor.
_996555
245 1 0 _aFear of physics :
_band how to help students overcome it /
_cJeffry V. Mallow, Helge Kastrup.
264 1 _aBristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK) :
_bIOP Publishing,
_c[2023]
300 _a1 online resource (various pagings) :
_billustrations (some color).
336 _atext
_2rdacontent
337 _aelectronic
_2isbdmedia
338 _aonline resource
_2rdacarrier
490 1 _a[IOP release $release]
490 1 _aIOP series in physics education
490 1 _aIOP ebooks. [2023 collection]
500 _a"Version: 20230501"--Title page verso.
504 _aIncludes bibliographical references.
505 8 _a3. Student anxieties : scary science -- 3.1. The Science Anxiety Clinic -- 4. Constructivism : rational versus radical -- 5. Relations and correlations
505 8 _a6. 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?
505 8 _a7. Nationality : does it matter? -- 7.1. PISA 2015 -- 7.2. The seven levels of proficiency
505 8 _a8. 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
505 8 _a9. 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
505 8 _a10. 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
505 8 _a11. 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
505 8 _a12. 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
505 8 _a13. Information technology : use, under-use, over-use, misuse -- 13.1. Use -- 13.2. Under-use -- 13.3. Over-use -- 13.4. Misuse
505 8 _a14. 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?
505 0 _a1. Why physics? -- 2. Student attitudes : mad science -- 2.1. Student attitudes questionnaire -- 2.2. Student interviews -- 2.3. Teacher interviews
520 3 _aAn 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.
521 _aPhysics educators in universities (lecturers and professors) and physics education researchers.
530 _aAlso available in print.
538 _aMode of access: World Wide Web.
538 _aSystem requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.
545 _aJeffry V. Mallow is an Emeritus Professor of Physics at Loyola University Chicago. He received his PhD from Northwestern University in 1970 and joined Loyola University Chicago in 1976. He discovered and named the phenomenon of science anxiety and co-founded the first clinic to help students overcome it. He has published widely in this field, as well as in theoretical physics and science education. Helge Kastrup is an Emeritus Professor of Mathematics and Physics at Copenhagen University College and a lecturer in science and mathematics at the University of Copenhagen. He has taught physics, maths and science at levels from 10-year olds to Master's students at various Danish schools and universities. He has written several research articles and books on science and pedagogy and has contributed to several textbooks on the natural sciences.
588 0 _aTitle from PDF title page (viewed on June 10, 2023).
650 0 _aPhysics
_xStudy and teaching.
_970911
650 0 _aAnxiety.
_994570
650 7 _aTeaching skills & techniques.
_2bicssc
650 7 _aEDUCATION / Teaching / Subjects / Science & Technology.
_2bisacsh
_996556
700 1 _aKastrup, Helge,
_eauthor.
_996557
710 2 _aInstitute of Physics (Great Britain),
_epublisher.
_917702
776 0 8 _iPrint version:
_z9780750348645
_z9780750348676
830 0 _aIOP (Series).
_pRelease 23.
830 0 _aIOP series in physics education.
_996558
830 0 _aIOP ebooks.
_p2023 collection.
856 4 0 _uhttps://iopscience.iop.org/book/mono/978-0-7503-4866-9
942 _cE-Books
999 _c68376
_d68376