John Mottmann’s article in the February 1999 issue of The Physics Teacher raises a number of important issues concerning innovations in introductory physics teaching. I want to focus on the underlying assumptions in Mottmann’s commentary since those assumptions appear quite frequently when dedicated teachers defend what they call “the traditional lecture mode” of teaching. For anyone concerned about fostering improvements in physics teaching, it is important to uncover those assumptions and to understand what lies behind them.
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© 2000 American Association of Physics Teachers.
2000
American Association of Physics Teachers
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