‘Poster Session’ will use Congregate App and is scheduled for
Thursday 11:30AM-1:00PM EDT with instructions by
Workshop Organizer, Eric Mazur, Harvard University at 11:15 AM EDT
Kemuel De Castro
North Houston Early College High School | Houston, TX
Fly Me through the Stations
This presentation will show you how to use learning stations effectively and how to scaffold from the learners what they should be learning making the teacher a mere facilitator of learning. Fly me through the stations allow students to be more mindful of what they think and how they think. Learning stations also present plethora of literacy inclusion that help students build better understanding not only of science but of strategies to learn and remember.
Juniata County School District | Mifflintown, PA
Using Flipped Learning to Create Problem Solvers
Do you remember the pleasure of solving a really challenging physics problem with a group of friends? Routinely recreate this experience for your physics students by implementing flipped learning. Explore resources and strategies for helping students to acquire introductory knowledge of physics at home. Learn how to maximize time spent on critical thinking and problem solving during class. Discover ways to help students link their new knowledge of physics to their personal interests in order to increase long term retention.
Thomas Jefferson High School for Science and Technology | Alexandria, VA
Improving Concept Development and Reality Link with Summative Coding Experiences
One of the main barriers to students learning and enjoying physics is the lack of prior experience in building conceptual and mathematical models of physical situations. Many students who see themselves as academically successful are often frustrated when the learning techniques they have developed are no longer sufficient. This problem is compounded as students are not given opportunities to connect the models they build with their future interests or students lack of perceived relevance, utility, or real context. In this talk we will present data of positive growth in both conceptual development and perceived relevance of physics after providing students with summative experiences that require basic coding integration.
Commack High School | Dix Hills, NY
Ways to Implement NGSS in The Physics Classroom
I would show other teachers how I am using the new learning standards in my classroom. Ideas involving phenomena to cross cutting concepts, and engineering design.
Sofia University | Sofia, Bulgaria
Problems of Mathematical Modelling in Physics Education
It is generally accepted that physics and mathematics are closely interwoven. A more precise insight into their mutual historical development suggests strong relationships. This means that mathematics has its role in physics education, but only to a certain extent. Is there a magnitude for measuring the quantity of math in physics? Or, more precisely, is there a standard that outlines the borders of math and physics? This question may seem to have philosophical roots, but it is practically connected to a more important question – how to teach physics. Reflecting on this question may help us understand the importance of models and mathematical modelling in physics education. In this connection, physics has its own special needs and we’ll try to answer the question whether conventional mathematics as a subject at school can provide a solution.
Spring High | Amsterdam, The Netherlands
Education for children between 10 – 16 years, a new concept in Amsterdam
Education of children of 10 -16 years are nowadays a challenging job, especially when it comes to motivate them. The biggest fear of a young student in high school is of not knowing how to learn, and which are the most effective skills to progress. Therefore, our pupils work in groups of 45 students from a young age of 10 to 14. After this cyclus the students switch to another level and learn again in big groups to enhance the peer to peer teaching/learning methods and interchange feedup, feedback and feedforward every week in order to get the results they want (or need).
John Jay High School | Cross River, NY
Argument-Driven Inquiry (ADI) is a framework for laboratory instruction where students participate in the practices of science and use the core ideas of science to make sense of natural phenomena. In an ADI lab investigation, students engage in meaningful inquiry using methods of their own design. Students then present their results to their classmates as a scientific argument through speaking, writing, and peer review.
St. Andrew’s Episcopal School | Austin, TX
Graphical Problem Solving in High School Physics
In physics, students often struggle with “where to begin”. Giving them graphical or diagrammatical tools answers that question and provides a rich platform for demonstrating conceptual understanding in addition to supporting their mathematical analysis.
Laurens District 55 High School | Laurens, SC
University Summer Research Experience for Secondary Teachers
Dr. Rod Harrell (Clemson University, Associate Professor of Electrical and Computer Engineering) and Dr. Chad Sosolik (Professor of Electrical and Computer Engineering
Professor of Physics and Astronomy) team together to provide the Summer Undergraduate Research Experience (“”the SURE program””) in Solid-State Devices for Electronics, Photonics, and Magnetics Technology. The SURE program provides an average of ten students per summer the opportunity to pursue ten weeks of directed research in the areas of electronic, photonic, and magnetic devices, including material and device design, processing, characterization, and modeling. Faculty members on the REU team currently conduct independent, interdisciplinary, and industry-coordinated studies ranging from fundamental materials and physics to functional devices, circuits, and systems. Dr. Harrell and Dr. Sosolik expanded the SURE program in 2017 to provide a Research Experience for Teachers for two local educators to work along with professors, graduate students, and undergraduates on a research project.
Please contact workshop coordinator Sara Bradley with any questions.