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BEGIN:VEVENT
DTSTAMP:20260701T023935Z
DTSTART;VALUE=DATE-TIME:20090422T163000
DTEND;VALUE=DATE-TIME:20090422T173000
SUMMARY:David Hestenes\, Arizona State University
TZID:Europe/London
UID:20090422-094d43f620673bef012084c1451574c2@warwick.ac.uk
CREATED:20090408T080359Z
DESCRIPTION:NAIVE BELIEFS ABOUT PHYSICS AND EDUCATION ABSTRACT "Naive bel
 iefs about the physical world" is the most thoroughly investigated subje
 ct in physics education research\, leading to the following firm conclus
 ions: (1) The beliefs of beginning students are generally incompatible w
 ith physics theory. (2) These beliefs are changed only slightly by a yea
 r of traditional physics instruction. (3) This conclusion is independent
  of the instructor and his mode of instruction\, except that (4) better 
 results can be achieved by instruction carefully designed to address the
  problem. The implications of these results for science education could 
 hardly be more serious. However\, there is a similar but more fundamenta
 l problem with broader educational implications: Teachers as well as stu
 dents have naive beliefs about knowing and learning that interfere with 
 the development of intellectual skills. This problem has not been addres
 sed in most science curricula\, teaching practices and educational polic
 y. 91¸£Àû the speaker David Hestenes received his PhD in theoretical phys
 ics from UCLA (1963) and\, after a postdoctoral stint at Princeton\, his
  home base has been the Physics Department at Arizona State University s
 ince 1966. He is a Fellow of the American Physical Society\, but his res
 earch is interdisciplinary\; it involves all aspects of scientific think
 ing\, including design and use of mathematical systems\, cognitive proce
 sses\, brain mechanisms\, and applications to learning and teaching. The
  principal theme of his research in physics and mathematics has been the
  programmatic development and application of Geometric Algebra and Calcu
 lus as a unified mathematical language for physics (Details at http://mo
 delingnts.la.asu.edu/). The principal theme of his research in physics e
 ducation has been development of a Modeling Theory of Science Instructio
 n\, with extensive applications to instruction in introductory physics a
 t both university and high school levels. This produced the only seconda
 ry science program in the US to receive an Exemplary rating from the U.S
 . Department of Education. In recognition of his influential contributio
 ns to physics education\, Hestenes was awarded the 2002 Oersted Medal fr
 om the American Association of Physics Teachers and the 2003 Educational
  Research Achievement Award from the Council of Scientific Society Presi
 dents. Previous Oersted Medalists include Carl Sagan\, John Wheeler\, Ri
 chard Feynman and several other Nobel Prize winners. Information about M
 odeling Instruction is available at http://modeling.asu.edu/. This talk 
 has been sponsored by the Higher Education Academy
LOCATION:PLT
CATEGORIES:Departmental Colloquium
LAST-MODIFIED:20090408T080359Z
ORGANIZER;CN=Jim Robinson:
END:VEVENT
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