Lectures: Difference between revisions

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*[http://scitation.aip.org/content/aip/magazine/physicstoday/article/45/11/10.1063/1.2809861 What's wrong with those talks?]
*[http://scitation.aip.org/content/aip/magazine/physicstoday/article/45/11/10.1063/1.2809861 What's wrong with those talks?]
*[http://scitation.aip.org/content/aip/magazine/physicstoday/article/61/12/10.1063/1.3047683 Who is listening? What do they hear?]
*[http://scitation.aip.org/content/aip/magazine/physicstoday/article/61/12/10.1063/1.3047683 Who is listening? What do they hear?]
*[http://scitation.aip.org/content/aip/magazine/physicstoday/article/58/11/10.1063/1.2155756 Transforming physics education]


===Designing posters===
===Designing posters===

Revision as of 11:56, 18 March 2019

Physics & Astronomy journals

News & Views

General Science

General Physics

Reviews

Applied Physics

Nanoscience & Nanotechnology

Astronomy and Astrophysics

Space and Plasma Physics

Mathematical and Computational Physics

Searching the scientific literature

Physics and Astronom]y conferences and workshops

Major conferences repeated every year

Examples of workshops

Ethics in research

Scientific writing

N. D. Mermin

LaTeX templates

LaTeX packages

Scientific presentations: Talks and Posters

Lecturing in the light of cognitive psychology

  • Wieman on Cognitive Load: Cognitive load has important implications for both classroom teaching and technical talks. To maximize learning, instructors must minimize cognitive load by limiting the amount of material presented, having a clear organizational structure to the presentation, linking new material to ideas that the audience already knows, and avoiding unfamiliar technical terminology and interesting little digressions.
  • Lecture dynamics vs. cognitive psychology
  • Mihaly Csikszentmihalyi talks about Flow

Designing talks

Giving talks

Designing posters

Templates