The discussion revolves around the teaching methods employed by professors in physics classes, particularly the emphasis on proofs and derivations versus practical applications. Participants express their frustrations and experiences regarding the balance between understanding theoretical concepts and applying them in problem-solving contexts.
Participants generally do not reach a consensus. There are multiple competing views regarding the value of proofs in education, with some advocating for their necessity in understanding while others prioritize practical application. The discussion remains unresolved regarding the best approach to teaching and learning in physics.
Participants express varying levels of comfort with proofs and applications, highlighting a potential gap in instructional methods that address both theory and practice. Some mention the lack of examples or guidance in applying theoretical concepts, which may contribute to difficulties in mastering the material.
Poop-Loops said:We get a tutorial class one day a week for E&M and QM. Looks like it will be crucial.
Also, you're from Talk Bass, right?
mathwonk said:why do so many students just want problems worked in class? don't they know how to work problems on their own?
mathwonk said:indeed, so what is the appropriate response? give into their incapacity? or hold them to a higher standard, where they are expected to do some work on their own?
it is not at all clear that when faced with students who have no experience with doing their own work, that one should respond by babying them further.
symbolipoint said:The correct way to administer your instruction is as you indicate: Hold them to a higher standard to do their own work. The trouble with that approach is that some teachers still must worry about keeping their jobs.