Column Editor's note: It is extremely important for students to develop definitions of terms from shared experiences such as the ones described by the Nelsons. Conceptual development in students will be hindered if we assume that dictionary definitions are adequate for developing understanding or that the meanings students associate with physics terms are accurate. Careful attention to what we say is crucial but we must also incorporate time for student discourse into instructional planning. Discussion of these “hinge” concepts requires close attention to addressing the linguistic problems associated with developing scientific literacy.
REFERENCES
1.
I. A.
Halloun
and D.
Hestenes
, “The initial knowledge state of college physics students
,” Am. J. Phys.
53
, 1043
–1055
(Nov. 1985
).2.
A. Arons, Teaching Introductory Physics (Wiley, Hoboken, NJ, 1996), p. 25.
3.
Credit for this hand demonstration goes to Marlo Mazeroski, Box Elder High School, Brigham City, UT.
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© 2007 American Association of Physics Teachers.
2007
American Association of Physics Teachers
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