Training of KRP's on Improvement of Content Competence in Physics at Sr. Sec. Level Based on New Textbooks for SC/ST Faculty

Abstract

Many studies in Physics education indicate that our conventional books instruction fail to achieve objectives we desire for our students. Students leave introductory courses unable to reason qualitatively about physical processes. They used primitive formula centered problem solving techniques. They mind contain a small number of facts and equations that are accessible only by random searches. In recent years, research by scientists interested in cognition and pedagogy has shown that we can do much better. The lecture method of instruction as practiced in most physics courses assumes that the student can accept clearly presented knowledge as given. Yet, the student mind hoi ds many preconceptions Wat have been stored numerous times during 20 or more years of living. These preconceptions are often misconceptions that conflict with the concepts being taught. Students must confront and dump their misconceptions if they are to acquire a new set of operating rules for the universe. Expository lectures have been very unsuccessful in helping students to acquire conceptual and procedural knowledge. Instead, students should become active participants during lectures in constructing concepts, in confronting preconceptions that are misconceptions, in reasoning qualitatively about physical processes, and in teaming to use concepts to solve problems.