Resumen de Improving the Teaching of Forces: Cognitive Chunking and Chaining
Understanding forces is challenging for introductory physics students, and when they struggle, teachers often encourage them to try more practice until it “clicks.” This is problematic because it relies largely on luck and happenstance, often wasting the time, energy, and goodwill of students. Learning physics should be as efficient and reliable as possible. This requires teachers to unpack the thinking processes that experts use to think about forces and provide students with deliberate practice. This is the idea behind the pedagogical theory of cognitive apprenticeship.
