English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Zendy Plus

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Zendy Tools

Zendy Open

The scientific method is arguably the most reliable way to understand the physical world, yet this aspect of science is rarely addressed in introductory science courses. Students typically learn about the theory in its final, refined form, and seldom experience the experiment‐to‐theory cycle that goes into producing the theory. One exception to this is the Powerful Ideas in Physical Science curriculum (PIPS) developed by the American Association of Physics Teachers.1 In this curriculum students develop theories based on experiments. The “Heat and Conservation of Energy” unit illustrates the experiment‐to‐theory cycle in a set of experiments introducing the conservation of energy. The idea of conservation of energy is developed early in the unit; however, students must expand their idea of energy in order to incorporate new phenomenon, namely the specific heat and phase transitions. Yet even with these experiments, the ideas of energy and of a theory remain abstract. In order to address the abstractness of...

Exposing Students to the Idea that Theories Can Change