Physware For C13 B
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Transcript of Physware For C13 B
Envisioning Action Networks for Global Missions
Pratibha Jolly
Chair, International Commission on Physics Education (ICPE): C14 of International Union for Pure and Applied Physics
C14. Commission on Physics Education
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:
1. The collection, evaluation, coordination and distribution of information concerning education in the physical sciences at all levels;
2. Information relating to the assessment of standards of physics teaching and learning ;
3. 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.
Mandate
PHYSWARE: A collaborative project
to promote hands-on physics education
at the undergraduate level throughout the developing world
Pratibha Jolly, University of Delhi, IndiaPriscilla Laws, Dickinson College, US
Elena Sassi, University of Naples, ItalyDean Zollman, Kansas State University, US
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
Mozambique
An Example of Challenge • Population :21 million
• National Language: Portuguese
• Purchasing Power Parity: 154 out of 180
countries• Population: Mostly rural
• Literacy: 48%
• Enrollment: 60% in primary school
• Girls Education: 5/6 students in elementary
school are boysImages and Data: P Laws
Alarming Concerns: Only 7 out of 100 in ages 17 to 23 years are in higher education!
Only 3.1% of GDP on Education
India … Another Example
Very Large Higher Education System
• Population 1.3 Billion • Literacy 63%• 350 Universities• 17,500 colleges• 8 million undergraduate students
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
Reality check …
Challenges and opportunities
• Diversity in populations• Diversity in cultural contexts• Diversity in social contexts
• Diversity in access and equity• Diversity in resources• Diversity in systems of praxis
Access to primary education ?
Creating world class systems ?
The Knowledge Pyramid
Challenge: Re-inventing itself
From the traditional to the innovative
Curriculum ReformIntroducing New CoursesMultidisciplinary CentersProfessional DevelopmentEmphasis on Research
Improving InfrastructureStrengthening Science LabsComputer FacilitiesBroad-band ConnectivityE-resources
Creating an effective classroom
“Thinking” Teacher
“Thinking” Curriculum
“Thinking” Students
Learning environment: Generates and sustains the “Joy of Learning”Reflects Active Mental Engagement
Why do we still have
“Stagnant” and “traditional” curricula?
Easy to procure – available off the shelf and affordable Easy to operate – appropriate level of sophistication Easy to maintain – ample local technical support
Robust – of good educational quality Modern – reflects the state-of-art in education
Active Learning requires Resource material tuned to local framework Basic equipment for hands-on work
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
World Conference on Physics and Sustainable DevelopmentOctober 2005, Durban
Physics Education Co-chairs:Pratibha Jolly (India) Priscilla Laws (United States)
Health
Energy
Development
Physics Education
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
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).
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)
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
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 contextsLocally available expertise
Participant’s Profile1. Algeria
2. Argentina
3. Australia
4. Bangladesh
5. Brazil
6. Cameroon
7. Canada
8. Chile
9. Colombia
10. Cuba
11. Ethiopia
12. Ghana
13. India
14. Indonesia
15. Iran
16. Japan
17. Nigeria
18. Pakistan
19. Peru
20. Philippines
21. Sri Lanka
22. Sudan
23. Tanzania
24. Thailand
25. Turkey
26. Uganda
27. Venezuela
35 Participants 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
Participant profile …
… mostly from the developing world
Applications: ~ 200 from 48 countries
Participants: 35 physics educators from 27 countries
Week One
Active learning without Electronic Technology
Eclectic Resources:― University of Washington Tutorials― Workshop Physics― Interactive Lecture Demonstrations― Learning with Physics Suite― The AMSTEL resources― Naples PER group material― Uganda Project― University of Delhi Interactive Lab Tutorials
... Diverse Resources
Introducing low-cost equipment
• Do it yourself: e.g. Hand-made carts Dynamic Tracks Frictionless tables
• Rough and ready: e.g. Make shift inclined planes
• The Nuts and Bolts approach
• Stringing it all together
… Stretching the imagination
Mangos & Vines from Northern Uganda
Jude ByansiGulu University
Investigating Oscillatory Motionand affect of changing parameters
Pendulum Fabricated with
• Mahogany Flower• Walnut• Metal Nuts• Vines • Threads
Following the Learning Cycle withLow-cost alternatives
• Observing Motion with Hand-made carts• Measuring distance in arbitrary units• Innovative clickers for equal interval timing • Measuring time with cell phones• Rolling down inclined planes• Measuring force with rubber bands and springs• Using time of fall of coin to determine g
Exp
erential
Week Two
Active learning with basic Electronic Technology
Computer-based Data Collection Resources
Interfaces-Probes-Software-Resources from• Coach, AMSTEL• PASCO• VERNIER• Logger Pro Video Analysis
The Aha moments!
Introducing appropriate use of technology
NCS Orientation and Goal Setting Meeting, 17 May 2009, Potomac, MD
Blog, Wiki, Website …
Establishing a
Community of Practice …• 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
Social learning
EngagingExperiencingExpressingEndeavoring
CommunicatingContributingCollaboratingCreating
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
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
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
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
It can be done!
Adapting to global change …
Challenge or opportunity ….
Wo
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