PERC 2009 Abstract Detail Page
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| Abstract Title: | Cognitive Development at the Middle-division Level |
|---|---|
| Abstract: | One of the primary goals, as students transition from the lower-division to upper-division courses is to facilitate the cognitive development needed for work as a physicist. The Paradigms in Physics curriculum (junior-level courses developed at Oregon State University) addresses this goal by coaching students to coordinate different modes of reasoning, highlighting common techniques and concepts across physics topics, and setting course expectations to be more aligned with the professional culture of physicists. This poster will highlight some of the specific ways in which we address these cognitive changes in the context of classical mechanics and E&M courses. This work is supported in part by NSF grant DUE 0618877. |
| Abstract Type: | Targeted Poster |
| Targeted Session: | Cognitive Issues in Developing Curriculum for Upper-Level Physics Courses |
Author/Organizer Information | |
| Primary Contact: |
Corinne A. Manogue Oregon State University |
| Co-Author(s) and Co-Presenter(s) |
Elizabeth Gire, Oregon State University |
