TY - JOUR
T1 - The nobel prize in the physics class
T2 - Science, history, and glamour
AU - Eshach, Haim
N1 - Funding Information:
In fact, these ideas are currently being put into practice. The Israel Ministry of Education has partly financially supported the author in developing the project: Journey to the Past: Bringing the Nobel Prize to the Physics Class (NPPC). However, the drafting of the material is still under development and learning outcomes have not yet been rigorously tested.
PY - 2009/9/1
Y1 - 2009/9/1
N2 - This paper introduces a novel strategy for teaching physics: using the Nobel Physics Prize as an organizational theme for high school or even first year university physics, bringing together history, social contexts of science, and central themes in modern physics. The idea underlying the strategy is that the glamour and glitter of the Nobel Prize story may attract and motivate high school students to open-up to scientific topics and thus be spurred to pursue science. The two major arguments for the method are that if presented in story form Nobel Prizes naturally incorporate the philosophical and historical aspects of science and therefore enable teaching about science as well as teaching science itself; and that such instruction implements case-based teaching principles, which is how humans naturally think, learn, and remember. Finally, the paper presents the storycase of the Nobel Prize Einstein received for his discovery of the law of the photoelectric effect as a concrete illustration of classroom implementation.
AB - This paper introduces a novel strategy for teaching physics: using the Nobel Physics Prize as an organizational theme for high school or even first year university physics, bringing together history, social contexts of science, and central themes in modern physics. The idea underlying the strategy is that the glamour and glitter of the Nobel Prize story may attract and motivate high school students to open-up to scientific topics and thus be spurred to pursue science. The two major arguments for the method are that if presented in story form Nobel Prizes naturally incorporate the philosophical and historical aspects of science and therefore enable teaching about science as well as teaching science itself; and that such instruction implements case-based teaching principles, which is how humans naturally think, learn, and remember. Finally, the paper presents the storycase of the Nobel Prize Einstein received for his discovery of the law of the photoelectric effect as a concrete illustration of classroom implementation.
UR - http://www.scopus.com/inward/record.url?scp=71449108887&partnerID=8YFLogxK
U2 - 10.1007/s11191-008-9172-4
DO - 10.1007/s11191-008-9172-4
M3 - Article
AN - SCOPUS:71449108887
SN - 0926-7220
VL - 18
SP - 1377
EP - 1393
JO - Science and Education
JF - Science and Education
IS - 10
ER -