Physics textbooks,
especially those at the high school and first year university level, can be among
the most challenging things that our students have to read. Yet we routinely ask
students to 'read over' things in the text book and construct meaning from what
they read. This presentation will highlight some simple pedagogy that can help
students learn to read physics textbooks and journal articles more effectively.
The power of the written word for constructing physics knowledge will also be
explored.
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