The presentation made at the Meeting of the International Union for Pure and Applied Physics Commission 13 on Physics and Development on 29 August 2009 at The Abdus Salam International Centre for Theoretical Physics, Trieste, Italy
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
International Training Programme on ESD in Formal Education (Dec 2008)jbacha
Interactive training presentation on implementing Education for Sustainable Development (ESD) at the national level. Delivered to Ministry of Education officials from Nepal, Sri Lanka and Viet Nam at the International Training Programme on ESD in Formal Education’ held in Ahmedabad, India in December 2008
Plenary lecture of the XIII SBPMat (Brazilian MRS) meeting, given on October 2nd 2014 by Robert P. H. Chang, professor at Northwestern University, and Founding President and General Secretary of the International Union of Materials Research Societies (IUMRS).
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
International Training Programme on ESD in Formal Education (Dec 2008)jbacha
Interactive training presentation on implementing Education for Sustainable Development (ESD) at the national level. Delivered to Ministry of Education officials from Nepal, Sri Lanka and Viet Nam at the International Training Programme on ESD in Formal Education’ held in Ahmedabad, India in December 2008
Plenary lecture of the XIII SBPMat (Brazilian MRS) meeting, given on October 2nd 2014 by Robert P. H. Chang, professor at Northwestern University, and Founding President and General Secretary of the International Union of Materials Research Societies (IUMRS).
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, IndiaESD UNU-IAS
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, India
Ms. Ravleen Singh, RCE Chandigarh
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
CONTENT OUTLINE
▰INTRODUCTION
▰MAIN OBJECTIVES
▰SALIENT FEATURES
▰MATERIAL’S PRODUCED
▰MERITS
▰DEMERITS
PHILOSOPHY BEHIND HPP
▰Physics is for everyone.
▰A coherent selection within physics is possible.
▰Doing physics goes beyond physics.
▰Individual require a flexible course.
▰A multimedia system simulates better learning.
▰The time has come to teach science as one of the humanities.
▰Physics course should be rewarding to take.
▰Physics course should be rewarding to teach.
COURSE OUTLINE OF HARVARD PROJECT PHYSICS
▰CONCEPTS OF MOTION
▰MOTION IN THE HEAVENS
▰THE TRIUMPH OF MECHANICS
▰LIGHT AND ELECTROMAGNETISM
▰MODELS OF THE ATOM
▰THE NUCLEUS
MATERIAL’S PRODUCED
▰Textbook (Project Physics Text)
▰Tests
▰Handbook
▰Students Guide
▰Brief film loops
▰Student laboratory manual
CONCLUSION
▰The Harvard Project Physics curriculum is a masterpiece. Although this
was created in the 1960's and mainly in use during the 1970’s.
▰The adaptability of the materials would allow teachers incorporate new
teaching idea while still using the framework of Project Physics.
▰With a great deal of hands on activities and a focus on literacy, the
curriculum would meet the goals set forth by most school districts today.
▰HPP is a course that altered how all future science curriculums would be
developed.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
The study examines the effect of improvisation of teacher-made instructional media on students’ performance in some selected primary science concepts. Thus, a pre-test and post-test, non-randomized experimental design was adopted for the study. Three thousand, three hundred and sixty-eight (3,368) primary six pupils from 48 public primary schools in Akwa Ibom State formed the population while two hundred and nineteen primary six pupils from two schools formed the sample for the study. The two intact classes were exposed to standard and improvised science equipment. A Primary Science Performance Test (PSPT) instrument was used to collect data before and after each lesson. A t-test statistical analysis revealed that there is no significant difference of the post-test performance of intact classes exposed to improvised science equipment and those standard equipment indicating that pupils benefited equally from the standardized and improvised equipment with t-calculated score of 1.34 below the t-critical 2.92. It is recommended that the government should organize workshop on the use of improvised materials to change the orientation of the teacher centred instructional approach to teaching primary science.
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, IndiaESD UNU-IAS
Promoting ESD by Capacity Building of Educators: A Case Study from Punjab, India
Ms. Ravleen Singh, RCE Chandigarh
13th Asia-Pacific RCE Regional Meeting
5 October, 2021
Bringing Educational Resources For Teachers in Africa - BERTAicdeslides
MOOCs4D, Quality online education, quality in education, OER and teacher education, train the teachers trainers, ICDE, International Council for Open and Distance Education
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
Thinking through Ethnoscientific Scenarios for Physics Teaching Implication f...ijtsrd
The study was focused on Physics teachers’ perception on the use of ethnoscience learning experiences for the teaching of secondary school Physics and its implication for curriculum implementation. Six research questions and six hypotheses were posited for the study. The cross sectional survey research design was employed for the study. 243 secondary school Physics teachers in three Urban Local Government Areas Port Harcourt, Obio Akpor and Eleme and four rural Local Government Areas Ikwerre, Khana, Ahoada East and Ahoada West in Rivers State, Nigeria were selected using the non proportional stratified random sampling technique. Data collecting instrument was titled “Ethnoscience Learning Experience for Physics Teaching Questionnaire” with a coefficient reliability index of 0.86 was used to elicit response from the respondents. Data was analyzed using frequency count, mean, and inferential statics of t test at 0.05 level of significance. The findings of the study revealed that the following themes Interaction of Matter, Space and Time, Conservative Principle, Waves Motion without material transfer and Fields at rest and in motion can be taught using ethnoscience learning experiences while themes such as Energy quantization and duality of matter and Physics in technology cannot be taught using ethnoscience learning experiences. Based on the findings of the study, it was recommended that stakeholders and planners of the secondary school Physics curriculum should consider the integration of ethnoscience learning experiences in the Physics curriculum in order to clarify those abstract concepts in learning of Physics. Aderonmu, Temitope S. B | Adolphus, Telima "Thinking through Ethnoscientific Scenarios for Physics Teaching: Implication for Curriculum Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38364.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/38364/thinking-through-ethnoscientific-scenarios-for-physics-teaching-implication-for-curriculum-implementation/aderonmu-temitope-s-b
Tim Bullough & Anthony Sinclair: Working with your discipline's HEA Subject Centres. Slides from the University of Liverpool Learning and Teaching Conference 2009.
The Higher Education Academy was formed in 2004 as “a single, central body to support the enhancement of learning and teaching in higher education” in the UK. It currently spends about half of its ~£25million annual budget supporting a Subject Network of 24 National Subject Centres, designed to support teaching and learning across all the main subject disciplines in UK higher education. Although the Subject Centre network is well used by many academic staff, the majority probably have little contact with them. The aim of this session is to discuss ways in which teaching staff can work with, and potentially be supported by, the their discipline’s Subject Centre. Examples will include how staff at Liverpool work with their Subject Centre to develop teaching resources, help train and support fellow academic teachers and students, and even inform national policy.
Teaching Development Grants are a common way that Subject Centres support academic staff, providing funds to develop teaching resources or investigate teaching policy. A major study has just been completed by UKCME (the materials subject centre) analysing the characteristics of Teaching Development Grants which produced useful outputs for individual academics, departments and/or the discipline’s community. These will be discussed by UKCME researchers and colleagues in the History, Classics and Archaeology Subject Centre also based in Liverpool. The session should be of interest to any teaching staff at Liverpool who currently work with their discipline’s subject centre, or have thought about doing so but were not sure where to start.
This presentation was provided by Tiffany Straza of UNESCO, during the two-day "NISO Tech Summit: Reflections Upon The Year of Open Science." Day two was held on October 26, 2023.
Open Educational Resources: An Aid to Faculty DevelopmentAnup Kumar Das
Open Educational Resources: An Aid to Faculty Development.
Presented at the 4th International Conference Confluence 2013: The Next Generation Information Technology Summit. Plenary Session: “Open Educational Resources as a Catalyst for Faculty Development”
26-27 September, 2013. Amity University Uttar Pradesh, India.
1. Envisioning Action Networks for Global Missions PratibhaJolly Chair, International Commission on Physics Education (ICPE): C14 of International Union for Pure and Applied Physics
2. C14. Commission on Physics Education Mandate The International Commission on Physics Education promotes the exchange of information and views among the members of the international scientific community in Physics Education including: The collection, evaluation, coordination and distribution of information concerning education in the physical sciences at all levels; Information relating to the assessment of standards of physics teaching and learning ; Suggestions of ways in which the facilities for the study of physics at all levels might be improved, stimulating experiments at all levels, and giving help to physics teachers in all countries in incorporating current knowledge of physics, physics pedagogy, and the results of research in physics education into their courses and curricula.
3. Art. 2 To recommend for Union sponsorship international conferences which qualify for support under Union regulations . Art. 3 To promote the free circulation of scientists; to assist conference organizers in ensuring such free circulation and in resolving potential infringements. Art. 4 To organize where feasible the award of medals or other testimonials of excellence in its field. Art. 5 To publish where feasible newsletters, circulars, occasional books, journals or handbooks in its area. Art. 6 To maintain liaison with other IUPAP Commissions, with the Commissions or Committees of other Unions or of the International Council of Scientific Unions (ICSU) or other scientific organizations, with a view to collaborating and cooperating in sponsoring joint conferences and to participating in joint projects when need arises. Art. 7 To make available to each General Assembly of the Union a summary of activities and progress in its field since the previous Assembly.
4. PHYSWARE: A collaborative project to promote hands-on physics education at the undergraduate level throughout the developing world Pratibha Jolly, University of Delhi, India Priscilla Laws, Dickinson College, US Elena Sassi, University of Naples, Italy Dean Zollman, Kansas State University, US
5. Structure of the presentation “Developing World: A Perspective” Worlds within the world Problems and aspirations Genesis WCPSD Action Plans IUPAP Resolution UNESCO Framework PHYSWARE: the core idea PHYSWARE: the first workshop at ICTP PHYSWARE: future plans
12. India … Another ExampleVery Large Higher Education System Population 1.3 Billion Literacy 63% 350 Universities 17,500 colleges 8 million undergraduate students Alarming Concerns: Only 7 out of 100 in ages 17 to 23 years are in higher education! Only 3.1% of GDP on Education
13. Aspiring to be Knowledge Society 35% population under 15 years 350 Universities To sustain growth rate, require 1500 Universities Get at least 15% of youth in Higher Education Spend at least 6% of GDP on Education Reference: Report of the National Knowledge Commission http://knowledgecommission.gov.in
14. Reality check …Challenges and opportunities Creating world class systems ? Access to primary education ? The Knowledge Pyramid Diversity in populations Diversity in cultural contexts Diversity in social contexts Diversity in access and equity Diversity in resources Diversity in systems of praxis
15. Challenge: Re-inventing itself From the traditional to the innovative Curriculum Reform Introducing New Courses Multidisciplinary Centers Professional Development Emphasis on Research Improving Infrastructure Strengthening Science Labs Computer Facilities Broad-band Connectivity E-resources
16. Creating an effective classroom “Thinking” Curriculum “Thinking” Students “Thinking” Teacher Learning environment: Generates and sustains the “Joy of Learning” Reflects Active Mental Engagement
24. Rubric for change … Development process must be indigenous The vision teachers have of teaching-learning needs to be altered Adoption of innovative practices need frequent and long duration exposure Usage of innovative material cannot be sustained without learning to develop it Developing communities also aspire for the best
25. World Conference on Physics and Sustainable DevelopmentOctober 2005, Durban Physics Education Energy Development Health Physics Education Co-chairs: Pratibha Jolly (India) Priscilla Laws (United States)
26. Our Mandate … To stimulate physics communities throughout the world to collaborate on quality physics education programs … building global partnerships To understand how physics education can benefit diverse societies ... reaching out to developing nations, both rural and urban societies To develop action plans that best promote sustainable development. … recognizing the need for culturally rooted scientific progress
27. Guidelines Strengthen basic physics teaching in ways determined and sustained by local initiatives ... recognizing local constraints and conditions enhanced by the use of locally developed examples … familiarity with context and content matters revitalized by the use of new teaching methods and resources … disseminating outcomes of physics education research Target Groups: - secondary and undergraduate level - future physics teachers
28. WCPSD Action Plans for Education To give educators and students in developing countries access to high quality physics education resources by establishing a website and Physics Education Resource Centres in Africa, Asia and Latin America. To develop supplemental instructional materials for secondary physics courses that help students understand how the mastery of physics concepts can enable them to contribute to sustainable development in their own countries. To develop model workshops for teacher-trainers in Asia, Latin America and Africa that exemplify how active learning methods can be adapted to help meet the needs of students in developing countries. To establish a structured multi-disciplinary mobile science community that provides support to mobile science practitioners, enabled by a web and internet site at www.mobilescience.info hosted by the Institute of Physics (UK).
29. Resolution on Importance of Active Learning and Hands-on Physics Education Adopted at the IUPAP General Assembly 15 to 18 October 2008, Tsukuba, Japan Drafted by: Jolly, Nienhaus, McKellar, Pendrill Inputs: Franz, Astbury, Commission on Physics Education Members
30. RESOLUTION IUPAP urges that National Governments, Physical Societies, Funding agencies, Physicists and Physics Educators, in all countries support best practice of physics education and physics education research at all levels by encouraging teaching methods, including laboratory work, that actively engage the hands and minds of learners. make available funds for establishment of well equipped laboratories and designing appropriate curricula that lay particular emphasis on teaching the skills of the experimenter. support indigenous development of low-cost instruments, physics apparatus and equipment, and — when finances allow it — computer-based data-acquisition systems for real-time measurements at the appropriate level of sophistication for a variety of uses in teaching of physics in the classroom and the laboratory. support curricula that teach physics with an appropriate diversity of methods, including hands-on approaches, that encourage critical thinking and help students understand how physics is relevant to their local cultures and to a sustainable future for humankind.
32. ALOP Development Team Minella Alarcon UNESCO David SokoloffUSA Zohra Ben Lakhdar Tunisia Alex Mazzolini Australia Ivan Culaba and Joel Maquiling Philippines VenguLakshminarayananCanada
33. Distinctive features … Creative use of low cost apparatus Iteratively developed Training Manual Active Learning teaching informed by PER with sequenced group activities Interactive Lecture Demonstrations Pre and post workshop conceptual evaluation e.g. Light and Optics Concept Evaluation Applications of social importance Economy, Environment Aesthetic , entertaining aspects
34. Active Learning Workshopson Optics and Photonics (ALOP) CadiAyyad University, Marrakech, Morocco, April 2006. Morocco, Tunisia, Africa Miranda House, University of Delhi, India, 6-11 November 2006. South-Asia, Thailand, Malaysia Dar esSalaam University, Tanzania, 5-10 July 2007. Africa Universidadede São Paulo, Brazil, 22-27 July 2007 Brazil, Uruguay, Argentina, Chile, Mexico Leon Guanajuato, Mexico, 6-11 November 2007 Mexico, Venezuela, Guatemala, Nicaragua, Colombia, Peru, Workshops also at Argentina, Mozambique, Ghana, Zambia, Cameroon, Colombia, Brazil, Nepal
35. General Feedback on Active Learning Workshops Largely Positive Good Science Good Pedagogy International Exposure Opportunity for networking Active Learning is the way forward
36. Workshop Title: PHYSWARE: A Collaborative Workshop on Low-Cost Equipment and Appropriate Technologies that Promote Undergraduate Level, Hands-on Physics Education throughout the Developing World Venue: The Abdus Salam International Centre for Theoretical Physics (ICTP) Trieste, Italy. Dates: 16 to 27 February 2009 Course Directors: Pratibha Jolly (University of Delhi, India) Priscilla Laws (Dickinson College, USA) Elena Sassi (University of Naples, Italy) Dean Zollman (Kansas State Univ, USA)
37. The Abdus Salam International Centre for Theoretical Physics Foster the growth of advanced studies and research in physical and mathematical sciences, especially in support of excellence in developing countries
38. PHYSWARE Workshop … Theme: Teaching of Classical Mechanics Goals: To adopt and adapt To develop and disseminate Low-cost Equipment for Hands-on Learning Active Learning Instructional Materials Effective Use of New Technologies Modern day electronic instruments Computer-based technologies Open source software Locally available materials Locally meaningful contexts Locally available expertise
40. Participant’s Profile Algeria Argentina Australia Bangladesh Brazil Cameroon Canada Chile Colombia Cuba Ethiopia Ghana India Indonesia Iran Japan Nigeria Pakistan Peru Philippines Sri Lanka Sudan Tanzania Thailand Turkey Uganda Venezuela 35 Participants from 27 Countries
41. Participant profile … Applications: ~ 200 from 48 countries Participants:35 physics educators from 27 countries Multicultural, eclectic, talented, innovative Demonstrated expertise in low-cost equipment design Capacity to network with teachers in their region Capacity to conduct follow-up workshops in their region Administrators University teacher trainers Instructors of introductory physics at the university level Outstanding secondary school teachers … mostly from the developing world
64. Projects (Week 1) Measurement of acceleration on an inclined plane with changing slopes Motion with constant velocity on an inclined plane Motion of a car with varying loads Projectile motion in two dimensions Measurement of acceleration due to gravity using pendulums Time of fall in an elevator Measure g using Adriatica Stairwell and cell phone digital time measurements Obtain a=constant acceleration measurements with low cost carts and falling mass Obtain v= constant velocity measurements with falling mass dragging a book on table Measuring F and using an iPhone accelerometer Motion of two weights attached to a string passing over a pulley Motion of a marble/ ball bearing through liquid in a long tube Loss of Energy of a rolling sphere Motion of a rotating wheel and variation of torque with changing parameters Force constant of springs, rubber bands and combinations Physical pendulums of different shapes made from cardboard Oscillations of springs made from plastic and wire Superposition of two mechanical oscillations Bending of beams of different materials
75. Establishing aCommunity of Practice … Social learning Engaging Experiencing Expressing Endeavoring Communicating Contributing Collaborating Creating Transcending diversity cultural professional geographical Developing and adopting processes of social learning new competencies Evolving shared goals shared socio-cultural practices shared identity common vocabulary common conceptual understanding of problems shared repertoire of tools, techniques and solutions
76. Recurring questions How best to carry forward the process of social learning by bringing others into the fold of the community of practice How best to bring into the mainstream innovations in physics education Important clues may be provided by demographical mapping of innovative curriculums adopted the world over
77. Mainstreaming Global Innovations … Creating culturally sensitive adaptations Creating a community of practitioners Creating critical number to affect change in the system Creating regional leaders through intensive train-the-trainer workshops Sustaining capacity building so that training is not just a spike in the career graph Providing international support to regional leaders spanning local and global divides
78. PHYSWARE ..Further Plans Establishing a PHYSWARE Community of Practice (web-based CoP) Strengthening Synergetic Networks Collating Examples of Best Praxis Creating thematic PHYSWARE Kits with Manuals Documenting Social Dynamics of PHYSWARE CoP Evaluating Mainstreaming of Pedagogic Innovations … envisioning global networks
79. Wish list …PHYSWARE Action Plan for ICTP Annual Physics Education Workshops linking Linking fundamental physics to emerging areas of research Informed by contemporary new pedagogy Involving ICTP Research Associates and Faculty Integrating Physics Education into ICTP Activities Components in Diploma and Post-graduate Programs Train to better serve educational needs of home country Create ICTP Physics Education Associates Teacher Trainers Regional Leaders Establish Web-based Community of Practice in Physics Ed Leveraging ICTP’s infrastructure and informatics services … Seek Funding for a 5-year plan
80. Adapting to global change … Challenge or opportunity …. Work in progress It can be done!