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Register a new userTeaching to Learn: iPads as Tools for Transforming Physics Student Roles
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Students who serve as Learning Assistants (LAs) and have the opportunity to teach the content they are learning, while also studying effective teaching pedagogy, have demonstrated achievement gains in advanced content courses and positive shifts in attitudes about learning science [V. Otero, S. Pollock & N. Finkelstein, Amer J Physics 78, 11 (2010)]. Although the LA experience is also valuable for high school students, the tight schedule and credit requirements of advanced high school students limit opportunities for implementing traditional LA programs at the high school level. In order to provide high school physics students with an LA-like experience, iPads were used as tools for students to synthesize screencast video tutorials for students to access, review and evaluate. The iPads were utilized in a one-to-one tablet-to-student environment throughout the course of an entire school year. This research investigates the impact of a one-to-one iPad environment and the use of iPads to create teaching-to-learn (TtL) experiences on student agency and attitudes toward learning science. Project funded by NSF grant # DUE 934921.
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This study investigates how an urban, high school physics class responded to the inclusion of a classroom set of iPads and associated applications, such as screencasting. The participatory roles of students and the expressions of their relationships to physics were examined. Findings suggest that iPad technology altered classroom norms and student relationships to include increased student agency and use of evidence. Findings also suggest that the iPad provided a connection between physics, social status, and play. Videos, observations, interviews, and survey responses were analyzed to provide insight into the nature of these changes.
In this study, we investigated the employment status of recent University of Ottawa physics MSc and PhD graduates, finding that 94% of graduates are either employed or pursuing further physics education one year post-graduation. Our database was populated from the public online repository of MSc and PhD theses submitted between the academic years of 2011 to 2019, with employment information collected in 2020 from the professional social media platform LinkedIn. Our results highlight that graduates primarily find employment quickly and in their field of study, with most graduates employed in either academia or physics-related industries. We also found that a significant portion of employed graduates, 20%, find employment in non-traditional physics careers, such as business management and healthcare. Graduates with careers in academia tend to have lower online connectivity compared to graduates with careers in industry or non-traditional fields, suggesting a greater importance for online networking for students interested in non-academic careers.
Cookbook style laboratory tasks have long been criticised for the lack of critical and independent thought that students need in order to complete them. We present an account of how we transformed a cookbook lab to a genuine inquiry experiment in first year physics. Crucial features of the work were visits to see other teaching laboratories, understanding student preparedness and the selection of an appropriate experiment to develop. The new two session laboratory work is structured so students make decisions related to the method of a basic experiment in the first session and then have freedom to investigate any aspect they wish to in the second. Formative feedback on laboratory notebook keeping is provided by short online activities.
Collaboration among students is fundamental for knowledge building and competency development. Nonetheless, the effectiveness of student collaboration depends on the extent that these interactions take place under conditions that favor commitment, trust, and decision-making among those who interact. The sanitary situation and the transition to remote teaching has added new challenges for collaboration given that students interactions are mediated by Information and Communication Technologies (ICTs). In this study we explore the effectiveness of different collaborative relationships on physics and mathematics, from a sample of secondary students from two schools located in rural and urban areas in southern Chile. We used Social Network Analysis (SNA) to map students friendships relations, academic prestige, and collaboration on both courses. Later we combined the collaboration network with friendship and academic prestige on the course, to separate strong from weak friendship working ties, and those among students who enjoy or not academic prestige. Multiple linear regression models showed, on average, positive effects of collaboration on grades. Yet, when isolating the effects of the types of collaboration, the positive effects are observed only between those who display more strong friendship ties. Also, we found differences on the social networks and their effects over grades between both courses, presumably due to their pedagogical nature. With these results we contribute to the literature of collaboration and its effectiveness based on the nature of students relationships, and advocate for the importance of instructional design in fostering appropriate motivations and guidelines for constructive collaboration in the classroom.
A set of virtual experiments were designed to use with introductory physics I (analytical and general) class, which covers kinematics, Newton laws, energy, momentum, and rotational dynamics. Virtual experiments were based on video analysis and simulations. Only open educational resources (OER) were used for experiments. Virtual experiments were designed to simulate in-person physical laboratory experiments. All the calculations and data analysis (analytical and graphical) were done with Microsoft excel. Formatted excel tables were given to students and step by step calculations with excel were done during the class. Specific emphasis was given to student learning outcomes such as understand, apply, analyze and evaluate. Student learning outcomes were studied with detailed lab reports per each experiment and end of the semester written exam (which based on experiments). Lab class was fully web-enhanced and managed by using a Learning management system (LMS). Every lab class was recorded and added to the LMS. Virtual labs were done by using live video conference technology and labs were tested with the both synchronous and asynchronous type of remote teaching methods.
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