ISSN:0031-9228    

DOI:10.1063/1.2810233

出版商:AIP    

年代:1991

数据来源: AIP

ISSN:0031-9228    

DOI:10.1063/1.2810234

出版商:AIP    

年代:1991

数据来源: AIP

ISSN:0031-9228    

DOI:10.1063/1.2810236

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

Materials scientists, condensed matter physicists, analytical chemists and biologists are only part of a large and growing community of researchers who need access to subthermal, or “cold,” neutrons and the various instruments that use these very‐lowenergy particles. For the past two decades, many US researchers have had to travel to Western Europe for that access, but now, with the opening of the new, $30‐million Cold Neutron Research Facility at the National Institute of Standards and Technology in Gaithersburg, Maryland, intense beams of long‐wavelength neutrons are available closer to home.

ISSN:0031-9228    

DOI:10.1063/1.2810237

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

There appears to be a great stir in the land concerning our science education system. Eminent committees have warned us that our nation is at risk. Congress has given extra money to the NSF specifically earmarked for precollege education. Many school districts and even states are experimenting with drastic revisions of how and when physics is taught in the upper grades. Physicists are taking part in some, but not all, of these projects.

ISSN:0031-9228    

DOI:10.1063/1.881270

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

In 1826 Joseph Henry went down from Albany, New York, to visit the United States Military Academy at West Point. He observed that one article very necessary in teachingchemestrysis found in this room. VIZ. a blackboard on which the student is taught the atomic theory and all algebraic formula and chemistry. Indeed, it appears to be one of the principles of teaching in this institution that everything as far as practical should be demonstrated on the blackboard.

ISSN:0031-9228    

DOI:10.1063/1.881271

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

A physicist concerned with pre‐college physics curriculums may inquire how students in the United States today compare not only with those in the past, but also with those in other countries. He or she may also wonder how changes in high school and college physics curriculums affect testing methods and students' performance on standardized tests. Data from national physics testing programs sponsored by the College Board and the National Assessment of Educational Progress and from two international assessments of science achievement provide some insight into the answers to these questions.

ISSN:0031-9228    

DOI:10.1063/1.881272

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

Since the middle 1980s there has been great ferment in the US over the need to reform education in science, mathematics and technology. Reports such as “A Nation at Risk” and international comparisons of achievement in mathematics and science gave impetus to efforts to develop new materials and improve the education of both in‐service and pre‐service teachers so that they can better educate the students who will become our nation's scientists, mathematicians, engineers, technicians, workers and voting citizens.

ISSN:0031-9228    

DOI:10.1063/1.881273

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

With the 1980s came the recognition that a crisis is developing in American education and in science and mathematics education in particular. Thus one goal coming out of President Bush's 1989 Education Summit is that “US students will be first in the world in science and mathematics” by the year 2000. Here we consider the response of three sectors of the physics research community—the professional scientific societies, the national laboratories (see figure 1) and industry—and survey the programs they offer for pre‐college students and teachers. There are too many such programs for our treatment to be comprehensive and so we have chosen a representative selection. These same organizations also have many projects that deal with curriculum reform and teaching materials, as Gerhard Salinger discusses in his article on page 39. The box on page 50 summarizes the activities open to the individual researcher.

ISSN:0031-9228    

DOI:10.1063/1.881274

出版商:AIP    

年代:1991

数据来源: AIP

摘要:

Two main instructional practices are found in American education: One is prevalent, while the other is emerging. We have all experienced the prevalent practice, which results from the so‐called transmission model of instruction. In this model, students are exposed to content through lectures, presentations and readings, and are expected to absorb the transmitted knowledge in ready‐to‐use form. Although it is not a model of learningper se, the transmission model does make a pivotal assumption about learning, namely that the message the student receives is the message the teacher intended. Within this model, students' difficulties in grasping a concept are interpreted as indications that the presentation was not clear or forceful enough to be understood (that is, the signal being transmitted was either weak or garbled). Thus many users of the transmission model believe that if they make the presentation more lucid or persistent—for example, by transmitting at a slower speed or in a louder voice—students will eventually understand. Too often we are inclined to believe that by speaking in shorter words and sentences we can teach the big ideas in relativity to ninthgraders; this is simply not the case if the students' intellectual development is not at a level where they can appreciate the subtleties of difficult concepts.

ISSN:0031-9228    

DOI:10.1063/1.881275

出版商:AIP    

年代:1991

数据来源: AIP