Physware For C13 B
- 1. Envisioning Action Networks for Global MissionsPratibhaJollyChair, International Commission on Physics Education (ICPE): C14 of International Union for Pure and Applied Physics
- 2. C14. Commission on Physics EducationMandateThe 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 worldPratibha Jolly, University of Delhi, IndiaPriscilla Laws, Dickinson College, USElena Sassi, University of Naples, ItalyDean Zollman, Kansas State University, US
- 5. Structure of the presentation“Developing World: A Perspective”Worlds within the worldProblems and aspirationsGenesisWCPSD Action PlansIUPAP ResolutionUNESCO FrameworkPHYSWARE: the core ideaPHYSWARE: the first workshop at ICTPPHYSWARE: future plans
- 6. Mozambique An Example of Challenge Population :21 million
- 8. Purchasing Power Parity: 154 out of 180 countriesPopulation: Mostly rural
- 10. Enrollment:60% in primary school
- 11. Girls Education:5/6 students in elementary school are boysImages and Data: P Laws
- 12. India … Another ExampleVery Large Higher Education SystemPopulation 1.3 Billion Literacy 63%350 Universities17,500 colleges8 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 Society35% population under 15 years350 UniversitiesTo sustain growth rate, require1500 UniversitiesGet 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 opportunitiesCreating world class systems ?Access to primary education ? The Knowledge PyramidDiversity in populationsDiversity in cultural contextsDiversity in social contextsDiversity in access and equityDiversity in resourcesDiversity in systems of praxis
- 15. Challenge: Re-inventing itselfFrom the traditional to the innovativeCurriculum ReformIntroducing New CoursesMultidisciplinary CentersProfessional DevelopmentEmphasis on ResearchImproving InfrastructureStrengthening Science LabsComputer FacilitiesBroad-band ConnectivityE-resources
- 16. Creating an effective classroom“Thinking” Curriculum“Thinking” Students“Thinking” TeacherLearning environment: Generates and sustains the “Joy of Learning”Reflects Active Mental Engagement
- 17. Why do we still have “Stagnant” and “traditional” curricula?Active Learning requires Resource material tuned to local framework
- 18. Basic equipment for hands-on work
- 19. Easy to procure – available off the shelf and affordable
- 20. Easy to operate – appropriate level of sophistication
- 21. Easy to maintain – ample local technical support
- 22. Robust – of good educational quality
- 23. Modern – reflects the state-of-art in educationInherent Problems …Sheer numbers Infrastructure deficienciesTraditional framework of Lecture and LaboratoryDependence on “commercial vendors” for support materialTeaching as one is taught“Insular” classrooms Deficient teacher trainingLack of continuous curriculum reviewLack of informed curriculum reform initiativesFew examples of: indigenous innovation research on teaching-learning informed curriculum developmentJust Local Problems or Global Concerns?
- 24. Rubric for change …Development process must be indigenous The vision teachers have of teaching-learning needs to be alteredAdoption of innovative practices need frequent and long duration exposureUsage of innovative material cannot be sustained without learning to develop itDeveloping communities also aspire for the best
- 25. World Conference on Physics and Sustainable DevelopmentOctober 2005, DurbanPhysics EducationEnergyDevelopmentHealthPhysics 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 partnershipsTo understand how physics education can benefit diverse societies... reaching out to developing nations, both rural and urban societiesTo develop action plans that best promote sustainable development.… recognizing the need for culturally rooted scientific progress
- 27. GuidelinesStrengthen basic physics teaching in waysdetermined and sustained by local initiatives... recognizing local constraints and conditionsenhanced by the use of locally developed examples … familiarity with context and content mattersrevitalized by the use of new teaching methods and resources… disseminating outcomes of physics education researchTarget Groups:- secondary and undergraduate level - future physics teachers
- 28. WCPSD Action Plans for EducationTo 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 theIUPAP General Assembly15 to 18 October 2008, Tsukuba, JapanDrafted by: Jolly, Nienhaus, McKellar, PendrillInputs: Franz, Astbury, Commission on Physics Education Members
- 30. RESOLUTIONIUPAP urges that National Governments, Physical Societies, Funding agencies, Physicists and Physics Educators, in all countriessupport 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.
- 31. Active Learning Workshops within the UNESCO Framework
- 32. ALOP Development TeamMinella Alarcon UNESCODavid SokoloffUSAZohra Ben LakhdarTunisiaAlex Mazzolini AustraliaIvan Culaba and Joel Maquiling PhilippinesVenguLakshminarayananCanada
- 33. Distinctive features …Creative use of low cost apparatusIteratively developed Training ManualActive Learning teaching informed by PER with sequenced group activities Interactive Lecture DemonstrationsPre and post workshop conceptual evaluation e.g. Light and Optics Concept Evaluation Applications of social importance Economy, EnvironmentAesthetic , entertaining aspects
- 34. Active Learning Workshopson Optics and Photonics (ALOP)CadiAyyad University, Marrakech, Morocco, April 2006. Morocco, Tunisia, AfricaMiranda House, University of Delhi, India, 6-11 November 2006.South-Asia, Thailand, MalaysiaDar esSalaam University, Tanzania, 5-10 July 2007.AfricaUniversidadede São Paulo, Brazil, 22-27 July 2007Brazil, Uruguay, Argentina, Chile, MexicoLeon 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 WorkshopsLargely PositiveGood ScienceGood PedagogyInternational ExposureOpportunity for networkingActive 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 WorldVenue: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 PhysicsFoster 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 LearningActive Learning Instructional Materials Effective Use of New Technologies Modern day electronic instrumentsComputer-based technologiesOpen source softwareLocally available materials Locally meaningful contextsLocally available expertise
- 39. 27 July 2009
- 40. Participant’s ProfileAlgeriaArgentinaAustraliaBangladeshBrazilCameroonCanadaChileColombiaCubaEthiopiaGhanaIndiaIndonesiaIranJapanNigeriaPakistanPeruPhilippinesSri LankaSudanTanzaniaThailandTurkeyUgandaVenezuela35 Participants from 27 Countries
- 41. Participant profile …Applications: ~ 200 from 48 countriesParticipants:35 physics educators from 27 countriesMulticultural, eclectic, talented, innovativeDemonstrated expertise in low-cost equipment designCapacity to network with teachers in their regionCapacity to conduct follow-up workshops in their regionAdministratorsUniversity teacher trainersInstructors of introductory physics at the university levelOutstanding secondary school teachers … mostly from the developing world
- 42. Week OneActive learning without Electronic TechnologyEclectic Resources:University of Washington Tutorials
- 43. Workshop Physics
- 45. Learning with Physics Suite
- 47. Naples PER group material
- 48. Uganda Project
- 49. University of Delhi Interactive Lab Tutorials... Diverse Resources
- 50. Introducing low-cost equipmentDo it yourself: e.g. Hand-made carts Dynamic Tracks Frictionless tablesRough and ready: e.g. Make shift inclined planesThe Nuts and Bolts approach
- 51. Stringing it all together… Stretching the imagination
- 52. Mangos & Vines from Northern UgandaInvestigating Oscillatory Motionand affect of changing parametersPendulum Fabricated with Mahogany Flower
- 53. Walnut
- 54. Metal Nuts
- 55. Vines
- 57. Following the Learning Cycle withLow-cost alternativesObserving Motion with Hand-made carts
- 58. Measuring distance in arbitrary units
- 59. Innovative clickers for equal interval timing
- 60. Measuring time with cell phones
- 61. Rolling down inclined planes
- 62. Measuring force with rubber bands and springs
- 63. Using time of fall of coin to determine gExperential
- 64. Projects (Week 1) Measurement of acceleration on an inclined plane with changing slopesMotion with constant velocity on an inclined planeMotion of a car with varying loadsProjectile motion in two dimensionsMeasurement of acceleration due to gravity using pendulumsTime of fall in an elevatorMeasure g using Adriatica Stairwell and cell phone digital time measurementsObtain a=constant acceleration measurements with low cost carts and falling massObtain v= constant velocity measurements with falling mass dragging a book on tableMeasuring F and using an iPhone accelerometer Motion of two weights attached to a string passing over a pulleyMotion 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 combinationsPhysical pendulums of different shapes made from cardboardOscillations of springs made from plastic and wireSuperposition of two mechanical oscillationsBending of beams of different materials
- 67. Week TwoActive learning with basic Electronic TechnologyComputer-based Data Collection Resources Interfaces-Probes-Software-Resources fromCoach, AMSTEL
- 68. PASCO
- 69. VERNIER
- 70. Logger Pro Video AnalysisProjects (Week 2)2D Collisions through Video analysisA lesson plan for variation of pressure with depthActive Learning on Sound Quality using Shareware and FreewareComparison of Technological Tools for Experimental activities in KinematicsFree oscillations and a potential wellHysteresis and rubber bandsMeasurement of Moment of Inertia of Irregular Shaped ObjectsUsing open and free resources for active learning in physicsInternational workshop organization
- 72. The Aha moments!
- 73. Introducing appropriate use of technologyNCS Orientation and Goal Setting Meeting, 17 May 2009, Potomac, MD
- 74. Blog, Wiki, Website …
- 75. Establishing aCommunity of Practice …Social learningEngagingExperiencingExpressingEndeavoringCommunicatingContributingCollaboratingCreatingTranscending diversityculturalprofessionalgeographicalDeveloping and adoptingprocesses of social learningnew competencies Evolving shared goalsshared socio-cultural practicesshared identitycommon vocabularycommon conceptual understanding of problemsshared repertoire of tools, techniques and solutions
- 76. Recurring questionsHow best to carry forward the process of social learning by bringing others into the fold of the community of practiceHow best to bring into the mainstream innovations in physics educationImportant clues may be provided by demographical mapping of innovative curriculums adopted the world over
- 77. Mainstreaming Global Innovations …Creating culturally sensitive adaptationsCreating a community of practitionersCreating critical number to affect change in the systemCreating regional leaders through intensive train-the-trainer workshopsSustaining capacity building so that training is not just a spike in the career graphProviding international support to regional leaders spanning local and global divides
- 78. PHYSWARE ..Further PlansEstablishing a PHYSWARE Community of Practice (web-based CoP)Strengthening Synergetic NetworksCollating Examples of Best PraxisCreating thematic PHYSWARE Kits with ManualsDocumenting Social Dynamics of PHYSWARE CoPEvaluating Mainstreaming of Pedagogic Innovations… envisioning global networks
- 79. Wish list …PHYSWARE Action Plan for ICTP Annual Physics Education Workshops linkingLinking fundamental physics to emerging areas of researchInformed by contemporary new pedagogyInvolving ICTP Research Associates and FacultyIntegrating Physics Education into ICTP ActivitiesComponents in Diploma and Post-graduate ProgramsTrain to better serve educational needs of home countryCreate ICTP Physics Education AssociatesTeacher TrainersRegional LeadersEstablish 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 progressIt can be done!