Physware: A Collaborative Initiative for Strengthening Physics Education and Promoting Active Learning in the Developing World

Pratibha Jolly

doi:10.14712/18047106.732

Vol 8 (2017): Keynotes and selected papers from the International Conference on Physics Education, ICPE-EPEC 2013 (Special Issue) Keynote lectures

Physware: A Collaborative Initiative for Strengthening Physics Education and Promoting Active Learning in the Developing World

Pratibha Jolly, ¹

Univerzita Karlova v Praze, Matematicko-fyzikální fakulta

DOI: https://doi.org/10.14712/18047106.732

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Jak citovat

Jolly, P. (2017). Physware: A Collaborative Initiative for Strengthening Physics Education and Promoting Active Learning in the Developing World. Scientia in educatione, 8. https://doi.org/10.14712/18047106.732

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Abstrakt

Project Physware emanates from globally shared concerns on the lack of high-quality education in physics with detrimental consequences on scientiﬁc research and socio-economic progress. A signiﬁcant milestone in international cooperation, Physware aims to provide a sustainable collaborative model for capacity building of physics educators through a series of Educate the Educator workshops for those in the developing countries. The workshops are carefully designed to promote activity based pedagogic methods proven to be eﬀective through rigorous educational research. They propagate curriculum and resource materials that are easily adapted to the needs of any region. While the emphasis is on using lowcost equipment and appropriate technologies that are locally accessible, participants are also introduced to ways of integrating emerging computer-based technologies for physics teaching, contemporary research, and applications of relevance to the work place. They explore ways of teaching fundamental new physics within the context of contemporary pedagogy that is both, hands-on and minds-on. After the success of a pilot workshop held at Trieste in 2009, the Physware series was launched in 2012 from the University of Delhi. Both workshops brought together a vibrant and eclectic group of participants who contributed actively to creation of innovative resource materials. It is hoped that many participants will emerge as regional leaders. Feedback shows that going beyond the constraints of its workshop format, Physware has the potential to emerge as a professionally networked community of practice.

Reference

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Jolly, P., Bhatia, V.B. & Verm, M. (2001). Developing a Research-based Laboratory Curriculum for College Physics (workshop). In R. Pinto and S. Surinach (Eds), Physics Teacher Education Beyond 2000 (319–324). Elsevier. Vyhledej v Google Scholar
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Laws, P.W., Teese, R.B. & Willis, C.W., et.al. (2009). Physics with Video Analysis. Vernier Software & Technology. Vyhledej v Google Scholar
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McDermott, L.C. & Shaﬀer, P.S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. Am. J. Phys. 60 (11), 994–1003. Vyhledej v Google Scholar
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[1] Benegas, J. (2009). Report of the 2nd Regional South Cone Workshop on Active Learning in Mechanics (AAMe- C´ordoba’09) and the 2nd Regional South Cone Conference on Active Learning in Physics (CRAAF-2). Available at http://journal.lapen.org.mx/sep09/31 LAJPE 288 Julio Benegas.pdf Vyhledej v Google Scholar

[2] Berg, R.E. (2012). Resource Letter PhD-2: Physics Demonstrations. Am. J. Phys. 80, 181. Vyhledej v Google Scholar

[3] comPADRE. (n.d.). Available at http://www.compadre.org Vyhledej v Google Scholar

[4] Ding, L., Chabay, R. & Sherwood, B., et. al. (2006). Evaluating an electricity and magnetism assessment tool: Brief Electricity and Magnetism Assessment. Physical Review Special Topics — Physics Education Research 2, 010105. Vyhledej v Google Scholar

[5] IUPAP Website. (n.d.). Available at http://www.iupap.org Vyhledej v Google Scholar

[6] Jolly, P. (2002). An Indigenous Process of Pedagogic Innovation: A Case Study on Curriculum Development, AI & Soc., 16, 148–162. Vyhledej v Google Scholar

[7] Jolly, P. (2001). A Refresher Course in Physics Education: Training College Teachers to do Classroom Research. In R. Pinto & S. Surinach (Eds), Physics Teacher Education Beyond 2000 (249–252). Elsevier. Vyhledej v Google Scholar

[8] Jolly, P., Bhatia, V.B. & Verm, M. (2001). Developing a Research-based Laboratory Curriculum for College Physics (workshop). In R. Pinto and S. Surinach (Eds), Physics Teacher Education Beyond 2000 (319–324). Elsevier. Vyhledej v Google Scholar

[9] Jolly, P. & Laws, P. (2006). World Conference on Physics and Sustainable Development, ICPE Newsletter, 51(3). Vyhledej v Google Scholar

[10] Kansas State University Physics Education Research Group (2010). Modern Miracle Medical Machines, http://www.phys.ksu.edu Vyhledej v Google Scholar

[11] Knight, R.D. (2004). Five Easy Lessons — Strategies for Successful Physics Teaching. Addison Wesley. Vyhledej v Google Scholar

[12] Laws, P.W. (1997). Millikan Lecture 1996: Promoting active learning based on physics education research in introductory physics courses, Am. J. Phys. 65, 14–21. Vyhledej v Google Scholar

[13] Laws, P.W. (2004). Workshop Physics Activity Guide: The Physics Suite. Volumes 1 to 4, John Wiley & Sons, Inc. Vyhledej v Google Scholar

[14] Laws, P.W. (2008). A Lens into the World, AAPT Interactions, 21–23. Vyhledej v Google Scholar

[15] Laws, P.W., Teese, R.B. & Willis, C.W., et.al. (2009). Physics with Video Analysis. Vernier Software & Technology. Vyhledej v Google Scholar

[16] McDermott, L.C. & Redish, E.F. (1999). Resource letter PER-1: Physics Education Research. Am. J. Phys, 67, 755–767. Vyhledej v Google Scholar

[17] McDermott, L.C. & Shaﬀer, P.S. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part I: Investigation of student understanding. Am. J. Phys. 60 (11), 994–1003. Vyhledej v Google Scholar

[18] McDermott, L.C. & Shaﬀer, P., et.al. (1998). Tutorials in Introductory Physics. Prentice-Hall Inc. Vyhledej v Google Scholar

[19] Meltzer, D.E. & Thornton, R.K. (2012). Resource Letter ALIP-1: Active-Learning Instruction in Physics.Am. J. Phys. 80, 478. Vyhledej v Google Scholar

[20] Physware workshop (2009). ICTP, Trieste, Italy, Available at http://cdsagenda5.ictp.trieste.it/full display.php?ida=a07137 Vyhledej v Google Scholar

[21] Radjou, N., Prabhu, J. & Ahuja, S. (2012). Jugaad Innovation: A Frugal and Flexible Approach to Innovation for the 21st Century. Random House India. Vyhledej v Google Scholar

[22] Redish, E.F. (2003). Teaching Physics with the Physics Suite. John Wiley & Sons, Inc. Vyhledej v Google Scholar

[23] Rocha, F.S.D. & Fajardo, F., et.al. (2011). Using “Student Technology” in Introductory Physics: A Comparison of Three High Tech Tools to Study Falling Objects. The Physics Teacher, 49, 165–167. Vyhledej v Google Scholar

[24] Science (2013). Grand Challenges in Science Education. Special Issue, 340 (6130). Vyhledej v Google Scholar

[25] Sokoloﬀ, D.R., Thornton, R.K. & Laws, P. (1999, 2004). RealTime Physics: Active Learning Laboratories: The Physics Suite. Volumes 1 to 4, John Wiley & Sons, Inc. Vyhledej v Google Scholar

[26] Sokoloﬀ, D.R. & Thornton, R.K. (2004). Interactive Lecture Demonstrations — Active Learning in Introductory Physics. John Wiley & Sons, Inc. Vyhledej v Google Scholar

[27] Shaﬀer, P.S. & McDermott, L.C. (1992). Research as a guide for curriculum development: An example from introductory electricity. Part II: Design of Instructional Strategies. Am. J. Phys. 60 (11), 1003–1013. Vyhledej v Google Scholar

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