Document Type
Conference Proceeding
Publication Date
5-30-2015
Abstract
In the fall of 2014, a one-semester gap between the departure of one physics professor and the arrival of the next afforded me the opportunity(?) to teach a first-semester, calculus-based physics class. The thirty-year gap between the last (of three) physics courses I had taken myself and this course I was to teach, combined with a two-week notice prior to the start of the semester, placed me in the interesting position of learning alongside my students. Wading through an unfamiliar text, trying to understand publisher-produced lecture slides, learning from and getting frustrated with online homework, entering review sessions fearful of what students might ask, all these things gave me a much clearer understanding of and empathy with the student experience and prepared me to make effective changes in other courses I teach.
Recommended Citation
Jongerius, Kim, "Pressure and Impulse in Student Learning: What I Learned from Teaching Physics" (2015). ACMS Conference Proceedings 2015. 9.
https://pillars.taylor.edu/acms-2015/9
Included in
Applied Mathematics Commons, Computer Sciences Commons, Higher Education Commons, History of Science, Technology, and Medicine Commons, Mathematics Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons