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Thinking Physics for Teaching

Overview of attention for book
Cover of 'Thinking Physics for Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 Generalizations to be Drawn from Results of Research on Teaching and Learning
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    Chapter 2 Wrong Experiments as a Teaching Tool
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    Chapter 3 Do We Need an Agreement with Mathematicians?
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    Chapter 4 Modeling Software for Learning and Doing Physics
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    Chapter 5 The Contents of Physics
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    Chapter 6 Should Physicists Preach What They Practice?
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    Chapter 7 From Language to Concept Appropriation in Physics
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    Chapter 8 Epistemology in Science Education
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    Chapter 9 Physics, Philosophy, and Education
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    Chapter 10 What Do Epistemology and Ontology Have to Offer in Considering Progression in Physics Education?
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    Chapter 11 The Physics Laboratory — Yesterday, Today and …
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    Chapter 12 The Grand Laws of Scale
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    Chapter 13 Conceptual Dynamics
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    Chapter 14 Force-Motion Conceptions
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    Chapter 15 The Language of Physics
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    Chapter 16 A Modern Understanding the Origins of Students’ Difficulties to Operate with the Weight Concept
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    Chapter 17 Modeling in Physics Education
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    Chapter 18 Words and Their Meaning in Teaching Thermodynamics
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    Chapter 19 The Need of Changes in Elementary School Teachers’ Training
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    Chapter 20 The Big Game of Energy and Entropy
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    Chapter 21 A Critical Analysis of the Language of Modern Physics
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    Chapter 22 Complexity in Biology
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    Chapter 23 Can We Understand Intelligent Behavior by Methods of Theoretical Physics?
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    Chapter 24 The Struggle Against Convention
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    Chapter 25 Students’ Conceptions of Quantum Physics
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    Chapter 26 A Fundamental Concept in Quantum Theory
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    Chapter 27 Special and General Relativity and Cosmology for Teachers and High-School Students
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    Chapter 28 Looking at the Second Law of Thermodynamics Through the Eyes of Maxwell’s Demon
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    Chapter 29 From Effective Mass to Negative Mass
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    Chapter 30 How to Introduce Modern Physics Topics in High School Curriculum?
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    Chapter 31 Physical Laws Revisited
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    Chapter 32 Qualitative Methods in Problem Solving
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    Chapter 33 Why Should an Ordinary Man Know About Physics?
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    Chapter 34 University Education in Physics and the Needs of Industry
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    Chapter 35 Mediation by Texts and Teacher’s Representations in Physics Education
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    Chapter 36 Scientific Knowledge and Teaching Ability
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    Chapter 37 Teaching Physics and Biophysics to Veterinary Students and Specialists
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    Chapter 38 Perspectives and Development of Research in Physics Education
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    Chapter 39 Perspectives and Development of Research in Physics Education
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    Chapter 40 Conceptual Change for Teachers and Researchers
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    Chapter 41 Concluding Remarks and Afterthoughts
Attention for Chapter 28: Looking at the Second Law of Thermodynamics Through the Eyes of Maxwell’s Demon
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Chapter title
Looking at the Second Law of Thermodynamics Through the Eyes of Maxwell’s Demon
Chapter number 28
Book title
Thinking Physics for Teaching
Published by
Springer, Boston, MA, January 1995
DOI 10.1007/978-1-4615-1921-8_28
Book ISBNs
978-1-4613-5786-5, 978-1-4615-1921-8
Authors

D. Malizia, C. Tarsitani