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Register a new userMore network science for teenagers
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Added by
Angel (Anxo) Sanchez
Publication date
2014
fields
Physics
and research's language is
English
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No Arabic abstract
Recently, Harrington et al. (2013) presented an outreach effort to introduce school students to network science and explain why researchers who study networks should be involved in such outreach activities. Based on the modules they designed and their comments on the success and failures of the activity, we have carried out a sequel with students from a high school in Madrid, Spain. We report on how we developed it and the changes we made to the original material.
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We discuss our outreach efforts to introduce school students to network science and explain why networks researchers should be involved in such outreach activities. We provide overviews of modules that we have designed for these efforts, comment on our successes and failures, and illustrate the potentially enormous impact of such outreach efforts.
The Multimessenger Diversity Network (MDN), formed in 2018, extends the basic principle of multimessenger astronomy -- that working collaboratively with different approaches enhances understanding and enables previously impossible discoveries -- to equity, diversity, and inclusion (EDI) in science research collaborations. With support from the National Science Foundation INCLUDES program, the MDN focuses on increasing EDI by sharing knowledge, experiences, training, and resources among representatives from multimessenger science collaborations. Representatives to the MDN become engagement leads in their collaboration, extending the reach of the community of practice. An overview of the MDN structure, lessons learned, and how to join are presented.
General-education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a standalone astronomy class, and it is also likely one of the last science courses they will take. Thus, in a single semester, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science. In traditional course environments, students often compartmentalize information into separate life files and course files rather than integrating information into a coherent framework. The astronomy course created through this project, taught at the University of Arizona in Spring 2019, was designed around inclusivity-driven guiding principles that help students engage with course content in ways that are meaningful, relevant, and accessible. Our course bridges the gap between students life and course files, encourages and respects diverse points of view, and empowers students to connect course content with their personal lives and identities. In this paper, we provide insight into the guiding principles that informed our course design and share research results on the effectiveness of the instructional strategies and assessment techniques implemented in the course.
The authors use an action research (AR) approach in a collegiate studio physics class to investigate the power of partnerships via conferences as they relate to issues of establishing a student/mentor rapport, empowering students to reduce inequity, and the successes and barriers to hearing students voices. The graduate teaching assistant (TA, Author 1) conducted one-on-one conferences with 29 students, elicited student opinions about the progress of the course, and talked with faculty, TAs, and an undergraduate supplemental instructor for other sections of the course. At the end of the semester, the students reported increased knowledge of the TA as a person and as an instructor, and vice versa. Sixty-five percent of students reported no interest in changing circumstances to make it easier to talk about personal concerns with the TA. College students reluctantly voiced their opinions about the course, possibly due to the power structure of the classroom. Other TAs in the department expressed mostly disinterest in the project, while faculty members were interested in student learning but skeptical of student empowerment. A case study of one student is presented, wherein his attendance improved in the course and he received additional help outside class, both possibly as a result of the student/TA conferences. Students in this studio physics section were more likely to interact directly with faculty or TAs during lectures, but less likely to do so during lab sessions, than were students in a non-studio physics section.
In an Introductory Physics for Life Science (IPLS) course that leverages authentic biological examples, student ideas about entropy as disorder or chaos come into contact with their ideas about the spontaneous formation of organized biological structure. It is possible to reconcile the natural tendency to disorder with the organized clustering of macromolecules, but doing so in a way that will be meaningful to students requires that we take seriously the ideas about entropy and spontaneity that students bring to IPLS courses from their prior experiences in biology and chemistry. We draw on case study interviews to argue that an approach that emphasizes the interplay of energy and entropy in determining spontaneity (one that involves a central role for free energy) is one that draws on students resources from biology and chemistry in particularly effective ways. We see the positioning of entropic arguments alongside energetic arguments in the determination of spontaneity as an important step toward making our life science students biology, chemistry, and physics experiences more coherent.
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