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020 _a9780750340281
_qebook
020 _a9780750340274
_qmobi
020 _z9780750340267
_qprint
020 _z9780750340298
_qmyPrint
024 7 _a10.1088/978-0-7503-4028-1
_2doi
035 _a(CaBNVSL)thg00083542
035 _a(OCoLC)1358414038
040 _aCaBNVSL
_beng
_erda
_cCaBNVSL
_dCaBNVSL
050 4 _aQC304b.N483 2022eb
072 7 _aJNT
_2bicssc
072 7 _aEDU029030
_2bisacsh
082 0 4 _a530.0711
_223
100 1 _aNewton, Douglas P.,
_eauthor.
_971113
245 1 0 _aCreative thinking in university physics education /
_cDouglas P. Newton, Sam Nolan and Simon Rees.
264 1 _aBristol [England] (Temple Circus, Temple Way, Bristol BS1 6HG, UK) :
_bIOP Publishing,
_c[2022]
300 _a1 online resource (various pagings) :
_billustrations (some color).
336 _atext
_2rdacontent
337 _aelectronic
_2isbdmedia
338 _aonline resource
_2rdacarrier
490 1 _a[IOP release $release]
490 1 _aIOP series in physics education
490 1 _aIOP ebooks. [2022 collection]
500 _a"Version: 20221201"--Title page verso.
504 _aIncludes bibliographical references.
505 0 _a1. Creative thinking in physics -- 1.1. The relevance of creative thinking -- 1.2. Physics : cold comfort farm or possibility place? -- 1.3. Creative students? -- 1.4. Creative thinking doesn't come with a guarantee -- 1.5. Variety, the spice of physics teaching -- 1.6. Does it matter? -- 1.7. Something to reflect on
505 8 _a2. The creative learner in physics -- 2.1. Learning physics and learning what counts in physics -- 2.2. Noticing and making sense of problems -- 2.3. Constructing understandings to enable explanation -- 2.4. Testing a tentative explanation or idea -- 2.5. Application -- 2.6. Creative thinking is not a mechanical process -- 2.7. Something to reflect on
505 8 _a3. Creative thinking in practice : problems -- 3.1. Fertile problems -- 3.2. Curiosity and questions -- 3.3. Noticing, finding, and posing problems -- 3.4. The problem of eliciting students' questions -- 3.5. Fostering students' thinking about problems -- 3.6. The tutor's contributions -- 3.7. There is no end to questions -- 3.8. Something to reflect on
505 8 _a4. Creative thinking in practice : ideas -- 4.1. Introduction -- 4.2. Astronomer Copernicus -- 4.3. Divergent thinking -- 4.4. Convergent thinking -- 4.5. Associative thinking -- 4.6. Effective ideas generation -- 4.7. Lateral thinking -- 4.8. Sticky creativity -- 4.9. Conclusion -- 4.10. Something to reflect on
505 8 _a5. Creative thinking in practice : experiments -- 5.1. Introduction -- 5.2. The affective domain -- 5.3. Gender equity -- 5.4. Experimental demonstrations -- 5.5. Objects as analogies and metaphors -- 5.6. Thought experiments -- 5.7. Inquiry based learning -- 5.8. Something to reflect on
505 8 _a6. Creative thinking in practice : applications -- 6.1. Introduction -- 6.2. Frameworks for creativity in learning -- 6.3. Designing a creative learning activity -- 6.4. Case studies -- 6.5. Discussion -- 6.6. Conclusions -- 6.7. Something to reflect on
505 8 _a7. Recognising creative thinking in physics -- 7.1. Uncertainty and assessing thinking competences -- 7.2. Assessing the product of creative thought -- 7.3. Assessing the process of creative thought -- 7.4. Working in groups on practical and other tasks -- 7.5. Risk taking and some caveats -- 7.6. Providing feedback -- 7.7. Recognition and measurement -- 7.8. Something to reflect on
505 8 _a8. The creative tutor -- 8.1. The value of creative teaching -- 8.2. Ten questions and answers -- 8.3. Why teach creatively? -- 8.4. Creative teaching to support students' learning -- 8.5. Creative uses of technology -- 8.6. The place of critical/evaluative thinking -- 8.7. Change and challenges -- 8.8. Some things to reflect on
505 8 _a9. Creative approaches to teaching physics in the twenty-first century -- 9.1. Laboratory learning -- 9.2. Simulation based learning -- 9.3. The use of virtual and augmented reality in physics teaching -- 9.4. Enhancing peer learning in lectures with technology -- 9.5. Judging support tools -- 9.6. The future -- 9.7. Something to reflect on
505 8 _a10. Creating change -- 10.1. Taking the wider view -- 10.2. Some roles -- 10.3. Some hurdles -- 10.4. Health, safety, and risk assessment -- 10.5. Physics as a dynamic discipline -- 10.6. Creative physics and the cultivated imagination.
520 3 _aFor physics researchers, creative thinking is used daily to solve challenges at the forefront of what is known about the Universe. In this book, the authors introduce concepts and ideas around creative thinking and provide practical advice and guidance for those who teach physics in universities to help them embed opportunities for creativity in their teaching and in their students' learning.
521 _aAll teachers/tutors of physics in higher education. The themes and examples apply to all physics courses.
530 _aAlso available in print.
538 _aMode of access: World Wide Web.
538 _aSystem requirements: Adobe Acrobat Reader, EPUB reader, or Kindle reader.
545 _aProfessor Douglas Newton specialises in science education at Durham University. He has authored or co-authored many papers and some 50 books, and has several active research projects on creativity in the sciences.
588 0 _aTitle from PDF title page (viewed on January 9, 2023).
650 0 _aPhysics
_xStudy and teaching (Higher)
_971018
650 0 _aCreative ability in science.
_971114
650 7 _aTeaching skills & techniques.
_2bicssc
_971115
650 7 _aEDUCATION / Teaching / Subjects / Science & Technology.
_2bisacsh
_971116
700 1 _aNolan, Sam J.,
_eauthor.
_971117
700 1 _aRees, Simon
_c(Ph. D. in chemistry education),
_eauthor.
_971118
710 2 _aInstitute of Physics (Great Britain),
_epublisher.
_911622
776 0 8 _iPrint version:
_z9780750340267
_z9780750340298
830 0 _aIOP (Series).
_pRelease 22.
_971119
830 0 _aIOP series in physics education.
_971021
830 0 _aIOP ebooks.
_p2022 collection.
_971120
856 4 0 _uhttps://iopscience.iop.org/book/mono/978-0-7503-4028-1
942 _cEBK
999 _c82959
_d82959