I also learned that it really doesn't matter what we teach them in High School physics because in college they will assume the students know nothing. Therefore it is most important that we teach them how to think (be both divergent and convergent thinkers) and to keep them interested in physics.
I learned that according to research written content-rich problems are just as effective learning tools as lab based ones. According to Ken we should be incorporating more of these in our teaching than mere plug and chug exercises. We need to be careful not to do the thinking for the students in these problems meaning we should leave it somewhat open to interpretation (slippery = frictionless ???) and we should not include pictures with the problem (that is a skill the students need to develop). These problems need to be directed toward the student (say "you want") and be motivational for them (something in their experiences or that they can imagine being in their experiences not made up just to give them a physics problem--my take on it).
I also learned that it really doesn't matter what we teach them in High School physics because in college they will assume the students know nothing. Therefore it is most important that we teach them how to think (be both divergent and convergent thinkers) and to keep them interested in physics.
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