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

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.
PDF (English)

Reference

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

Berg, R.E. (2012). Resource Letter PhD-2: Physics Demonstrations. Am. J. Phys. 80, 181.

comPADRE. (n.d.). Available at http://www.compadre.org

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.

IUPAP Website. (n.d.). Available at http://www.iupap.org

Jolly, P. (2002). An Indigenous Process of Pedagogic Innovation: A Case Study on Curriculum Development, AI & Soc., 16, 148–162.

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.

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.

Jolly, P. & Laws, P. (2006). World Conference on Physics and Sustainable Development, ICPE Newsletter, 51(3).

Kansas State University Physics Education Research Group (2010). Modern Miracle Medical Machines, http://www.phys.ksu.edu

Knight, R.D. (2004). Five Easy Lessons — Strategies for Successful Physics Teaching. Addison Wesley.

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.

Laws, P.W. (2004). Workshop Physics Activity Guide: The Physics Suite. Volumes 1 to 4, John Wiley & Sons, Inc.

Laws, P.W. (2008). A Lens into the World, AAPT Interactions, 21–23.

Laws, P.W., Teese, R.B. & Willis, C.W., et.al. (2009). Physics with Video Analysis. Vernier Software & Technology.

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

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.

McDermott, L.C. & Shaffer, P., et.al. (1998). Tutorials in Introductory Physics. Prentice-Hall Inc.

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

Physware workshop (2009). ICTP, Trieste, Italy, Available at http://cdsagenda5.ictp.trieste.it/full display.php?ida=a07137

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

Redish, E.F. (2003). Teaching Physics with the Physics Suite. John Wiley & Sons, Inc.

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.

Science (2013). Grand Challenges in Science Education. Special Issue, 340 (6130).

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.

Sokoloff, D.R. & Thornton, R.K. (2004). Interactive Lecture Demonstrations — Active Learning in Introductory Physics. John Wiley & Sons, Inc.

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.

Autoři, kteří publikují v tomto časopise, souhlasí s následujícími body:
  1. Autoři si ponechávají copyright a garantují časopisu právo prvního publikování, přitom je práce zároveň licencována pod Creative Commons Attribution licencí, která umožňuje ostatním sdílet tuto práci s tím, že přiznají jejího autora a první publikování v tomto časopisu.
  2. Autoři mohou vstupovat do dalších samostatných smluvních dohod pro neexkluzivní šíření práce ve verzi, ve které byla publikována v časopise (například publikovat ji v knize), avšak s tím, že přiznají její první publikování v tomto časopisu.
  3. Autorům je dovoleno a doporučováno, aby zpřístupnili svou práci online (například na svých webových stránkách) před a v průběhu redakčního řízení jejich příspěvku, protože takový postup může vést k produktivním výměnám názorů a také dřívější a vyšší citovanosti publikované práce (Viz Efekt otevřeného přístupu).