Teaching Introductory Physics

This book has the ring of perceptive experience and focused research, as the author brings together a wealth of information about the misconceptions and reasoning difficulties that students have in learning physics. Though he is concerned primarily with students starting physics in `high school through first year college level, including basic aspects of the course aimed at physics and engineering majors', this book will have much to give to anyone concerned with teaching any students the fundamental concepts of physics. Part 1 of the book, and the part which will be of most use to physics teachers in any context, considers the difficulties that students have in learning each of the main areas of physics, and in critical thinking. Noting that research shows a poor level of understanding of physics in many students, `because the students had not had the chance to master the necessary prior concepts and lines of abstract logical reasoning' he seeks to `bring out the conceptual and reasoning difficulties many students encounter and to point up aspects of logical structure and development'. And this he does to very good effect. He is keen to stress, however, that clear, logical and lucid explanations are not sufficient in themselves but necessitate the students being actively engaged in the learning process. He acknowledges that `research is showing that didactic exposition of abstract ideas and lines of reasoning to passive listeners yields pathetically thin results in learning and understanding'. Oh, that all involved in teaching physics, in Higher Education or in schools, would recognize this. One of the main reasons that so many students are put off physics is because their teachers present the physics to them, as passive receivers, and do not expect them to actively engage with the ideas and concepts. Part 2 of the book provides a selection of excellent and penetrating questions in physics which force the student to engage with concepts of physics. These would be particularly useful for teachers of physics to students beyond 16, who can cope with tough thinking and are not put off by mathematics including algebraic equations - in the UK context these would fit into A-level courses. The final section provides a teaching sequence for the introduction of energy and the classical conservation laws that most physicists will find eminently satisfying. Altogether this is a tour de force from a highly experienced physics teacher who has a strong love for, and commitment to, his subject and the desire to share the intellectual joys therein with his students. It is rigorous, stimulating and enjoyable. I commend it to all other teachers who still believe in and enjoy the elegant simplicities of good physics. If I have one complaint about the book it is a personal one: that physics is presented purely as a cognitive activity necessitating only intellectual activities. Some, but not all, of us would want to assert that teaching and learning physics involve the emotions, motivation and commitment, as well as the intellect. This book is about teaching classical physics in the best classical tradition. Perhaps another book will deal with the more holistic, personal aspects of learning physics which students and society at large are increasingly demanding.