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#iteachphysics

6 posts4 participants3 posts today
Public
Dr Christopher Berry

This is an excellent, and I fear depressingly accurate article

nymag.com/intelligencer/articl

Education will need to adapt to the realities of LLM. I think this may be larger reflection of hard work not feeling properly rewarded in modern society.

I always loved learning, and teaching those who want to learn, and I am sure many students still want to too

Excerpt: “Cheating correlates with mental health, well-being, sleep exhaustion, anxiety, depression, belonging,” said Denise Pope, a senior lecturer at Stanford and one of the world’s leading student-engagement researchers. Many teachers now seem to be in a state of despair. In the fall, Sam Williams was a teaching assistant for a writing-intensive class … that, officially, didn’t allow students to use AI at all. Williams enjoyed reading and grading the class’s first assignment … Then, on the second assignment … many of his students’ writing styles changed drastically… Worse were the ridiculous factual errors. “I literally told my class, ‘Hey, don’t use AI. But if you’re going to cheat, you have to cheat in a way that’s intelligent. You can’t just copy exactly what it spits out,’” Williams said. Williams knew most of the students in this general-education class were not destined to be writers, but he thought the work of getting from a blank page to a few semi-coherent pages was, above all else, a lesson in effort. In that sense, most of his students utterly failed. “They’re using AI because it’s a simple solution and it’s an easy way for them not to put in time writing essays. And I get it, because I hated writing essays when I was in school,” Williams said. “But now, whenever they encounter a little bit of difficulty, instead of fighting their way through that and growing from it, they retreat to something that makes it a lot easier for them.”
#ITeachPhysics
Public
j_bertolotti

I like reading about innovative teaching approaches. It always makes me think about how I teach and hopefully make me slightly better at it.
BUT
Why are those approaches always only ever showed to work with early high-school Physics? Why they never move beyond parabolic motion and simple springs?
The suspicion that all of these innovative approaches are actually completely unsuited to teach any advanced topic is very strong.
pubs.aip.org/aapt/ajp/article/

#ITeachPhysics#Physics#HigherEducation
Public
Joe Heafner

[2504.01675] Einstein's elevator and the principle of equivalence arxiv.org/abs/2504.01675

arXiv logo
arXiv.orgEinstein's elevator and the principle of equivalenceWe outlines here the design, execution, and educational outcomes of an intervention inspired by Einstein's elevator thought experiment, intended to introduce secondary school students to the principle of equivalence, which is at the basis of the theory of General Relativity. We build an experimental version of Einstein's elevator, which simulated the effects of free-fall in an accelerated reference frame: a detailed description of the experimental apparatus and its construction is provided, highlighting the challenges and innovations in creating a simple yet functional setup using everyday materials.
#ITeachPhysics#GeneralRelativity
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