Classroom Explorations: Pendulums, Mirrors, and Galileo’s Drama
Name
Cavicchi_Classroom explorations.pdf
Size
1.43 MB
Format
Adobe PDF
Checksum (MD5)
5a973c543d619689966d75ae8a0d0ccf
Author(s)
Cavicchi, Elizabeth
Date Issued
February 2011
Journal
Interchange
Publisher
Springer Science+Business Media
Citation
Cavicchi, Elizabeth. “Classroom Explorations: Pendulums, Mirrors, and Galileo’s Drama.” Interchange 42, no. 1 (February 2011): 21–50.
Version
Author's final manuscript
Abstract
What do you see in a mirror when not looking at yourself? What goes on as a pendulum swings? Undergraduates in a science class supposed that these behaviors were obvious until their explorations exposed questions with no quick answers. While exploring materials, students researched Galileo, his trial, and its aftermath. Galileo came to life both in their presentations about him, and in the context of lab investigations by the emerging class community. Questions and experiments evolved continually; differing perspectives on science and authority were exchanged respectfully. In rediscovering their own capacity for wonder, students developed as critical explorers of the world.
MIT Department
MIT Edgerton Center
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1007/s10780-011-9144-5
