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The Role of Story-telling in the Physics Classroom
Establish community
Who belongs
Exclusion Stories
- Strapless gown
- Look to your right + left. “n” of you will not be here in (time period).
- Falling asleep.
Inclusion stories
- I am just like you.
- Minnesota “you”
Using humor
Coping with fear
- Delta-squared of infinity
Establishing Professional Identity
What will I “do” as a physicist?
Heroes + myths
Teaching Problem-solving
Providing analogies/metaphors
Naming the epistemological game
- Redish arrow on the boat
Establishing/changing the Frame
What will I be expected to do in the classroom?
- Playing star Trek
- Student quote
Enduring stories/Recurring Scenarios
Tapping kinesthetic resources
- People as part of the idealization process
- More vivid
- Combine with humor—what do the cognitive people say
Modelling idealization
- Bring KC in from infinity
- Vincent is obstreperous
- CTSTVH
Memorability
30 yrs later
- Black hole swiss cheese earth—conservation of energy, duality.
- Pendulum bowling ball
- Bed of nails
Surprise + humor
- Role of laughter and surprise in memory building.
- What do the neuron/cognitive people say?
- Using humor to get at the last piece for the lightbulb to go on—Monica seeing current as a flux after the Vincent is obstreperous story.
Other stuff:
- Pedagogical Content Knowledge—How do you know what to do in the classroom
Lee Schulman
- Where the class currently is is taking us back somewhere we’ve been before—refer to it explicitly and with humor and kinesthetic references if possible.
- Emily’s word “moves”
- Discrepent Events (Piaget) Equilibrium/Disequilibrium—Temperature of different materials.
- “Fostering the teachable moment”
- “Creativity: Flow and the Psychology of Discovery & Invention” Mihaly Csikszentmihalyi $10.25
