Type:

Other

Description:

Traditional quantitative problems of the type commonly found at the end of chapters in physics textbooks are assigned to students in most introductory physics courses. Many students use a formula-driven approach to solve these problems that does not rely on understanding underlying physics concepts and that does little to encourage the problem-solving skills employed by experts. In this paper, we illustrate the use of “bridging exercises” as part of students’ homework in the context of electrostatics. These exercises encourage students to solve problems by starting with developed physics concepts and models.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20061213013436223T,NSDL,Active Learning,Undergraduate (Lower Division),Gauss' Law,bridging exercises,Problem Solving,Electric Fields and Potential,Graduate/Professional,electrostatics,quantitative problem solving,homework,Higher Education,Instructional Material Design,PERC 2001,Electricity & Magnetism,Physics,introductory physics students,Education Practices,NSDL_SetSpec_439869,Vocational/Professional Development Education,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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