01681nam a22002057a 450000500170000000800410001702200160005810000220007424500750009626000760017130000160024744000610026350500660032452007890039065001490117985600380132894200080136695200840137499900170145820240409111823.0240409b        |||||||| |||| 00| 0 eng d  a0031-921X    aBonham, Scott W.   aStudying the Foundations of Optics with the Master b(Journal Article)  aWashingtonb:American Association of Physics Teachers c, December 2023  a736–738p.  aThe Physics Teacher vVolume 61, Number 9, December 2023  a***______{For Hard Copy, Please visit Library.}________***


  aAbstract: Physics teaching can and should help address pressing social issues. We need to improve the discussion of science in the public sphere by emphasizing the importance of evaluating the evidence behind claims. We need to redress racial discrimination within our own discipline. And of course, we also need to teach physics. Doing all three at once is a challenge, but sometimes it is possible. One thing I have done in my conceptual optics course is to explicitly connect our study of the foundational ideas of optics to the breakthrough work of the largely forgotten non-European founder of modern geometric optics, combining hands-on activities replicating some of his experiments with short readings of his opus magnus and discussions of how we know what we know in science.  aScientific process| Social issues| Geometrical optics| Educational aids| Teaching methods and strategies| Vision| History of physics| Physicists  uhttps://doi.org/10.1119/5.0061932  cPER  00104070aRIEBPLbRIEBPLd2024-04-09l0r2024-04-09 11:18:31w2024-04-09yPER  c45696d45695