Grzegorz P Karwasz
Biographic Data
| ID | 9479796 |
|---|---|
| NAME | Grzegorz P Karwasz |
| GIVEN NAMES | Grzegorz P |
| FAMILY NAME | Karwasz |
| SIGNATURE | KARWASZ G P |
| AFFILIATIONS | Nicolaus Copernicus University |
| ORCID | 0000-0001-7090-3123 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Constructivist Paths in Teaching Physics
We propose an interactive approach to teaching Coulomb’s law and electrostatics in general, rooted in two complementary pedagogical methodologies: hyper-constructivism (H-C) and neo-realism. Unlike standard constructivism, our hyper-constructivist approach treats students’ prior ideas—even if incomplete or inconsistent—as essential “submerged logs” that teachers may use to guide students across the cognitive lake, toward the correct understanding…
Interactive Games and Plays in Teaching Physics and Astronomy
Physics is a difficult subject in which to trigger interest in pupils, particularly in junior high school classes: this reflects in the results of maturity exams. Therefore, teachers, educators (and authorities deciding on CV contents) should search for new efficient methods, techniques, and contents corresponding to particular topics in physics. What can be done at the level of a single university (even if big) or school is to enrich standard le…
How Constructivist Environment Changes Perception of Learning
The global availability of information makes its selection difficult, but at the same time it allows for the construction of teaching without the particular prior knowledge of students. However, it requires teachers to learn new abilities, such as developing a much broader coverage of the subject, explanations of illy solutions, and knowledge of different ways of thinking and the mental needs of pupils (pedagogical knowledge contents). We show ex…
Il constante progredire della frontiera tra teologia e scienza. Parte 2o
On constant movement of frontiers between Science and Theology. Part 2: MetaphysicsIn the first part (Karwasz, Scientia et Fides, 3(1) 2015) entitled “Physics” we showed how discoveries of modern sciences do not contradict Bible: neither in the subject of the beginning of the word nor in the subjects of the homogeneity of Homo Sapiens and the common origin of Euroasiatic languages. In this part we show that numerous “explanations” of natural phen…
No prominent works on this page.
Il constante progredire della frontiera tra teologia e scienza. Parte 2o
On constant movement of frontiers between Science and Theology. Part 2: MetaphysicsIn the first part (Karwasz, Scientia et Fides, 3(1) 2015) entitled “Physics” we showed how discoveries of modern sciences do not contradict Bible: neither in the subject of the beginning of the word nor in the subjects of the homogeneity of Homo Sapiens and the common origin of Euroasiatic languages. In this part we show that numerous “explanations” of natural phen…
Interactive Games and Plays in Teaching Physics and Astronomy
Physics is a difficult subject in which to trigger interest in pupils, particularly in junior high school classes: this reflects in the results of maturity exams. Therefore, teachers, educators (and authorities deciding on CV contents) should search for new efficient methods, techniques, and contents corresponding to particular topics in physics. What can be done at the level of a single university (even if big) or school is to enrich standard le…
How Constructivist Environment Changes Perception of Learning
The global availability of information makes its selection difficult, but at the same time it allows for the construction of teaching without the particular prior knowledge of students. However, it requires teachers to learn new abilities, such as developing a much broader coverage of the subject, explanations of illy solutions, and knowledge of different ways of thinking and the mental needs of pupils (pedagogical knowledge contents). We show ex…
Constructivist Paths in Teaching Physics
We propose an interactive approach to teaching Coulomb’s law and electrostatics in general, rooted in two complementary pedagogical methodologies: hyper-constructivism (H-C) and neo-realism. Unlike standard constructivism, our hyper-constructivist approach treats students’ prior ideas—even if incomplete or inconsistent—as essential “submerged logs” that teachers may use to guide students across the cognitive lake, toward the correct understanding…
Computer Science (2 works) · Constructivist teaching methods (2 works) · Mathematics education (2 works) · Philosophy (2 works) · Physics (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Teaching method (2 works) · Classical Philosophy and Thought (1 work) · Cognition (1 work)