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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 7: From Language to Concept Appropriation in Physics
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Chapter title
From Language to Concept Appropriation in Physics
Chapter number 7
Book title
Thinking Physics for Teaching
Published by
Springer, Boston, MA, January 1995
DOI 10.1007/978-1-4615-1921-8_7
Book ISBNs
978-1-4613-5786-5, 978-1-4615-1921-8
Authors

Jean Gréa, Jérôme Viard