Scope of a field: Difference between revisions
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==Topics in and related to physics== | |||
===Astronomy=== | |||
Dr.. Lawrence E. Krumenaker surveyed astronomy teachers in 2007 to determine the perceived effects of the era of [[NCLB]] on high school astronomy courses. [http://www.hermograph.com/highschool/highschoolastronomy.htm] | |||
===Motion=== | |||
===Energy=== | |||
===Solid State Physics=== | |||
===High Energy Physics=== | |||
===Physical Chemistry=== | |||
===Molecular Biology=== | |||
==References== | ==References== | ||
;Universalized Narratives. Patterns in How Faculty Members Define "Engineering" | ;Universalized Narratives. Patterns in How Faculty Members Define "Engineering" | ||
Latest revision as of 21:02, 12 February 2010
Astronomy
Dr.. Lawrence E. Krumenaker surveyed astronomy teachers in 2007 to determine the perceived effects of the era of NCLB on high school astronomy courses. [1]
Motion
Energy
Solid State Physics
High Energy Physics
Physical Chemistry
Molecular Biology
References
- Universalized Narratives. Patterns in How Faculty Members Define "Engineering"
- http://shawnreeves.net/documents/protected/PawleyHowFacultyDefineEngineering.pdf
Teaching faculty in engineering are portraying engineering as problem-solving, applied math, and making things, whereas the U.S. National Academy of Engineering is asking them to portray engineering as skill, knowledge, processes, values, practices, and attitudes that are socially relevant and socially beneficial.
