Authored by Paul Hewitt, the pioneer of the enormously successful "concepts before computation" approach, Conceptual Physics boosts student success by first building a solid conceptual understanding of physics. Hewitt's 3-step learning approach--explore, develop, and apply--makes physics more accessible for today's students.
From Paul G. Hewitt, author of the market-leading Conceptual Physics, comes his eagerly awaited new text,Conceptual Physics Fundamentals. This briefer, alternative text provides the depth, topic coverage, and features requested by instructors teaching courses that are shorter and that include more quantitative material. The text extends best-selling author Paul Hewitt's proven pedagogical approach, straight-forward learning features, approachable style, and rigorous coverage, while providing superior supplements and instructor and student media. The book develops a solid conceptual understanding of physics, while building students' self-confidence applying their understanding quantitatively.
This book is filled with computational exercise, misconception-busting questions, analogies, and straightforward practice questions and problems that help students “tie it all together.”
Bringing together international research on nature of science (NOS) representations in science textbooks, the unique analyses presented in this volume provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work for the field of science education.
Focused on the idea that the rules of the physical world can be taught using a conceptual approach that emphasizes qualitative analysis, the Hewitt team has created a book that is highly readable, flexible, and hands-on. Thirty-four concisely written chapters allow you to better select topics to match your course and the needs of your readers in a one- or two- semester course.Conceptual Physical Science Explorations, Second Edition presents a clear and engaging introduction to physics, chemistry, astronomy, and earth sciences. The authors use analogies and everyday examples to clarify key concepts and help readers better understand the world around them. The book's consistent, high-quality coverage stimulates active learning with critical thinking exercises, hands-on experiments, review questions, and quantitative problems.Conceptual Physical Science Explorations is less rigorous in coverage and written more simply thanConceptual Physical Science, Fourth Edition, and directed primarily to college courses where readers are less well prepared, and in some cases, remedial. TheSecond Edition features updated content, new Chapter Opening statements, and more. About Science, Newton's First Law of Motion - Inertia, Newton's Second Law of Motion - Force and Acceleration, Newton's Third Law of Motion - Action and Reaction, Momentum, Energy, Gravity, Fluid Mechanics, Heat, Electricity, Magnetism, Waves and Sound, Light and Color, Properties of Light, The Atom, Nuclear Energy, Elements of Chemistry, How Atoms Bond and Molecules Attract, How Chemicals Mix, How Chemicals React, Two Types of Chemical Reactions, Organic Compounds, The Chemistry of Drugs, Nutrition, Rocks and Minerals, Earth's Interior, Plate Tectonics, Earth's Surface Features, Earth History Over Time, Oceans and Atmosphere, Driving Forces of Weather, The Solar System, Stars and Galaxies, The Structure of Space and Time.Intended for those interested in learning the basics of conceptual physical science.
This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is addressed, the main focus is on middle and high school classrooms - critical spaces of learning and thinking. One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways - to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, this volume is intended to foster further research efforts - from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text. Learning From Text Across Conceptual Domains - a result of the editor's and contributors' work with National Reading Research Center - will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students learning from text.