Children Doing Physics

" Children Doing How to Foster the Natural Scientific Instincts in Children is a guide for future teachers to help children learn physics. Activities in each chapter are aimed to help children enjoy physics. Experiments within these activities are designed for teachers and children to participate in tinkering, building, modeling, articulating, and measuring. This book leads teachers to develop confidence in doing physics experiments and enhance science content knowledge. The learning approach in the text explores what scientists do, how students learn, and how to teach by participating directly in scientific inquires. Children Doing Physics models a collaborative, practice-based, and reflective approach. It is aligned with the core ideas of physical sciences identified in the Next Generation Science Standards. Activities and experiments in this book encourage teachers to help their children play with and learn from physics “toys” they make themselves. This book is designed for use in required physics courses for teachers. It is also a useful resource for classroom teachers or home-schooling parents who want to incorporate physics instruction into their lessons. John Hauptman earned his Ph.D. in experimental high energy physics at the University of California, Berkeley. He is a professor in the Department of Physics and Astronomy at Iowa State University, Ames where, in addition to teaching, he continues research in high energy physics. He is the author of the textbook Particle Physics Experiments at High Energy Colliders (Wiley-Berlin, 2011). EunJin Bang earned her Ph.D. in science education at Arizona State University, Tempe. She has worked as a classroom teacher and is currently an associate professor in the School of Education at Iowa State University, Ames. She teaches science methods courses for teacher candidates in early childhood and elementary education programs. Along with her colleagues, she was a recipient of the Journal of Research in Science Teaching award in 2012 from the National Association for Research in Science Teaching."