Use of interactive exhibits in college physics teaching

Rob Semper, Judy Diamond, Mark St John

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

One of the main joys in learning physics comes from an enhanced ability to understand and explain natural phenomena in the everyday world. Yet, in formal physics instruction, students encounter natural phenomena only in the laboratory and through lecture demonstrations. In this paper we examine the use of interactive exhibits as another pedagogical means for presenting phenomena and relating these phenomena to everyday experience. Along with the discussion of the nature of such exhibits, we describe an internship program that was designed to train academic faculty in the construction and use of interactive exhibits, and we illustrate some of the ways these faculty use exhibits in their teaching. Finally, we point out some of the constraints and issues that arise when the notion of exhibit-based learning is introduced into the university setting.

Original languageEnglish (US)
Pages (from-to)425-430
Number of pages6
JournalAmerican Journal of Physics
Volume50
Issue number5
DOIs
StatePublished - Jan 1 1982

Fingerprint

learning
education
physics
lectures
encounters
students

ASJC Scopus subject areas

  • Physics and Astronomy(all)

Cite this

Use of interactive exhibits in college physics teaching. / Semper, Rob; Diamond, Judy; John, Mark St.

In: American Journal of Physics, Vol. 50, No. 5, 01.01.1982, p. 425-430.

Research output: Contribution to journalArticle

Semper, Rob ; Diamond, Judy ; John, Mark St. / Use of interactive exhibits in college physics teaching. In: American Journal of Physics. 1982 ; Vol. 50, No. 5. pp. 425-430.
@article{93ab96a31ba6401d9e4408436214eb9d,
title = "Use of interactive exhibits in college physics teaching",
abstract = "One of the main joys in learning physics comes from an enhanced ability to understand and explain natural phenomena in the everyday world. Yet, in formal physics instruction, students encounter natural phenomena only in the laboratory and through lecture demonstrations. In this paper we examine the use of interactive exhibits as another pedagogical means for presenting phenomena and relating these phenomena to everyday experience. Along with the discussion of the nature of such exhibits, we describe an internship program that was designed to train academic faculty in the construction and use of interactive exhibits, and we illustrate some of the ways these faculty use exhibits in their teaching. Finally, we point out some of the constraints and issues that arise when the notion of exhibit-based learning is introduced into the university setting.",
author = "Rob Semper and Judy Diamond and John, {Mark St}",
year = "1982",
month = "1",
day = "1",
doi = "10.1119/1.13072",
language = "English (US)",
volume = "50",
pages = "425--430",
journal = "American Journal of Physics",
issn = "0002-9505",
publisher = "American Association of Physics Teachers",
number = "5",

}

TY - JOUR

T1 - Use of interactive exhibits in college physics teaching

AU - Semper, Rob

AU - Diamond, Judy

AU - John, Mark St

PY - 1982/1/1

Y1 - 1982/1/1

N2 - One of the main joys in learning physics comes from an enhanced ability to understand and explain natural phenomena in the everyday world. Yet, in formal physics instruction, students encounter natural phenomena only in the laboratory and through lecture demonstrations. In this paper we examine the use of interactive exhibits as another pedagogical means for presenting phenomena and relating these phenomena to everyday experience. Along with the discussion of the nature of such exhibits, we describe an internship program that was designed to train academic faculty in the construction and use of interactive exhibits, and we illustrate some of the ways these faculty use exhibits in their teaching. Finally, we point out some of the constraints and issues that arise when the notion of exhibit-based learning is introduced into the university setting.

AB - One of the main joys in learning physics comes from an enhanced ability to understand and explain natural phenomena in the everyday world. Yet, in formal physics instruction, students encounter natural phenomena only in the laboratory and through lecture demonstrations. In this paper we examine the use of interactive exhibits as another pedagogical means for presenting phenomena and relating these phenomena to everyday experience. Along with the discussion of the nature of such exhibits, we describe an internship program that was designed to train academic faculty in the construction and use of interactive exhibits, and we illustrate some of the ways these faculty use exhibits in their teaching. Finally, we point out some of the constraints and issues that arise when the notion of exhibit-based learning is introduced into the university setting.

UR - http://www.scopus.com/inward/record.url?scp=84967838258&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84967838258&partnerID=8YFLogxK

U2 - 10.1119/1.13072

DO - 10.1119/1.13072

M3 - Article

VL - 50

SP - 425

EP - 430

JO - American Journal of Physics

JF - American Journal of Physics

SN - 0002-9505

IS - 5

ER -