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Reinventing physics for life-sciences majors
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An introductory physics course that meets the needs of biology students must recognize that the two disciplines see the world differently.Abstract:
An introductory physics course that meets the needs of biology students must recognize that the two disciplines see the world differently.read more
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NEXUS/Physics: An interdisciplinary repurposing of physics for biologists
Edward F. Redish,Christopher F. Bauer,Karen L. Carleton,Todd J. Cooke,Melanie M. Cooper,Catherine H. Crouch,Benjamin W. Dreyfus,Benjamin D. Geller,J. Giannini,Julia Gouvea,Julia Gouvea,Michael W. Klymkowsky,Wolfgang Losert,K. Moore,Joelle C. Presson,Vashti Sawtelle,Katerina V. Thompson,Chandra Turpen,R. K. P. Zia,R. K. P. Zia +19 more
TL;DR: The NEXUS/Physics curriculum as mentioned in this paper is a repurposing of an introductory physics curriculum for the life sciences, with the goal of helping students build general, multi-discipline scientific competencies.
Journal ArticleDOI
Scientific Teaching: Defining a Taxonomy of Observable Practices
TL;DR: A taxonomy detailing core goals and practices of Scientific Teaching will support future educational efforts by providing an empirical framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty developing classes.
Journal ArticleDOI
Oersted Lecture 2013: How should we think about how our students think?
TL;DR: The Resources Framework as mentioned in this paper is a theoretical framework for physics education research that allows us to explore such intellectually engaging questions as, "What does it mean to understand something in physics?" and "What skills and competencies do we want our students to learn from our physics classes?" to address questions like these, we need to do more than observe student difficulties and build curricula.
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Introductory physics in biological context: An approach to improve introductory physics for life science students
Catherine H. Crouch,Ken Heller +1 more
TL;DR: This article describes restructuring the introductory physics for life science students (IPLS) course to better support these students in using physics to understand their chosen fields and describes the guiding pedagogical framework, which is the cognitive apprenticeship model.
References
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Reinventing college physics for biologists: Explicating an epistemological curriculum
Edward F. Redish,David Hammer +1 more
TL;DR: The University of Maryland Physics Education Research Group has done a five-year project to rethink, observe, and reform introductory algebra-based (college) physics, which primarily serves life science majors as mentioned in this paper.
Journal ArticleDOI
Reinventing College Physics for Biologists: Explicating an epistemological curriculum
Edward F. Redish,David Hammer +1 more
TL;DR: This paper re-focused the course on helping the students learn to think scientifically, to build coherence, think in terms of mechanism, and to follow the implications of assumptions, and designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning.
Journal ArticleDOI
Disciplinary Authenticity: Enriching the Reforms of Introductory Physics Courses for Life-Science Students.
TL;DR: In this paper, the authors examine the use of mathematics and physics in an introductory biology course and compare the typical uses of these tools in physics courses with those used in introductory biology courses.
Journal ArticleDOI
Learning each other's ropes: negotiating interdisciplinary authenticity.
Edward F. Redish,Todd J. Cooke +1 more
TL;DR: This article considers a multiyear conversation between a physicist interested in adapting a physics course for biologists and a biologist interested in including more physics in a biology course.
Journal ArticleDOI
Disciplinary authenticity: Enriching the reforms of introductory physics courses for life-science students
TL;DR: This article examined the use of interdisciplinary tools in an introductory biology course that incorporates physics and mathematics and compared them with the typical uses of these tools in physics courses, to better understand the challenges and consequences of using such tools in introductory courses.
Related Papers (5)
NEXUS/Physics: An interdisciplinary repurposing of physics for biologists
Edward F. Redish,Christopher F. Bauer,Karen L. Carleton,Todd J. Cooke,Melanie M. Cooper,Catherine H. Crouch,Benjamin W. Dreyfus,Benjamin D. Geller,J. Giannini,Julia Gouvea,Julia Gouvea,Michael W. Klymkowsky,Wolfgang Losert,K. Moore,Joelle C. Presson,Vashti Sawtelle,Katerina V. Thompson,Chandra Turpen,R. K. P. Zia,R. K. P. Zia +19 more
Reinventing college physics for biologists: Explicating an epistemological curriculum
Edward F. Redish,David Hammer +1 more