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Gender issues in science for physics teacher educators: The case of Antonia Maury and her star catalog
Get PDFIn the initial and continuous training of science teachers, the importance of addressing issues associated with the Nature of Science (NOS) is recognized. However, these issues are not usually incorporated into classrooms. This is often because Science teacher educators do not consider it necessary to make explicit the content of NOS, and the choices they make about these are influenced by beliefs, philosophical and socio-cultural issues (Wan et al., 2013). Particularly, in recent years, and thanks to the advance of gender studies in science and technology (Blazquez Graf & Chapa Romero, 2018), androcentric biases, among others, that subordinate and/or exclude people from production, education, and formation in science, due to their identity and/or sexual orientation, race, social class, age, etc., have been unveiled. In this sense, what is sought with the inclusion of gender issues in teacher training is to understand and transform practices and discourses of science teacher educators and future science teachers, with the commitment to promote and advocate for scientific and technological education for all.
The aim of this communication is to develop a proposal for Physics teacher educators, using the contributions of History, Philosophy and Sociology of Science in Teaching, with a socio-political perspective (Moura, 2021) and one that contributes to addressing gender issues in the initial and continuing teachers’ training. Through the analysis of the exemplary historical case of the astronomer Antonia C. Maury (1866-1952) on spectral classification, which is considered the basis for the construction of the H-R diagram and the development of Astrophysics, the division of scientific work in Astronomy is problematized. This review led to a scientific narrative (Adúriz-Bravo, 2014) to take to the classroom. The documentary analysis reviewed the stellar catalog published in the annals of the Harvard Observatory: Spectra of Bright stars (Maury & Pickering, 1897), which is one of the first publications in which the authorship of a woman is recognized, and some second-source historical texts (Sobel & Pacheco González, 2017; Vieira et al., 2021). The scientific narrative incorporates discussions on 1) the gender division of scientific work, 2) the lack of an "objective" criterion for accepting certain methodologies and observations 3) the role of spectrometry in Astrophysics, and 4) communication and popularization in science. Finally, we conclude that these types of narratives are susceptible to be analyzed and adapted by science teacher educators, broadening the images of science, and making explicit questions about the NOS and Technology in initial and continuing teacher training.
REFERENCES
Adúriz-Bravo, A. (2014). Teaching the Nature of Science with Scientific Narratives. Interchange, 45(3–4), 167–184. https://doi.org/10.1007/s10780-015-9229-7
Blazquez Graf, N., & Chapa Romero, A. C. (2018). Inclusión del análisis de género en la ciencia (U. N. A. de México (ed.); electrónic). Centro de Investigaciones Interdisciplinarias en Ciencias y Humanidades.
Maury, A. C., & Pickering, E. C. (1897). Spectra of Bright stars. Annals of the Astronomical Observatory of Harvard College., XXVIII(1), 37–72.
Moura, C. B. (2021). Para que história da ciência no ensino ? Algumas direções a partir de uma perspectiva sociopolítica. RBECM, 4(Edição especial), 1155–1178.
Sobel, D., & Pacheco Gonzáles, P. (2017). El Universo de cristal. La historia de las mujeres de Harvard que nos acercaron a las estrellas.
Vieira, P. C., Massoni, N. T., & Alves-Brito, A. (2021). O papel de Cecilia Payne na determinação da composição estelar. Revista Brasileira de Ensino de Física, 43. https://doi.org/10.1590/1806-9126-rbef-2021-0028
Wan, Z. H., Wong, S. L., Wei, B., & Zhan, Y. (2013). Focusing on the Classical or Contemporary? Chinese Science Teacher Educators’ Conceptions of Nature of Science Content to Be Taught to Pre-service Science Teachers. Research in Science Education, 43(6), 2541–2566. https://doi.org/10.1007/s11165-013-9372-z
Future of physics teaching practices: How new and emerging educational technologies mediate teaching and learning
Get PDFThe fundamental elements of teaching include students, content, and medium. In addition to blackboard and chalk, lecture demonstrations of physical phenomena have long been the medium of teaching physics. Videos of physics demonstrations by the Physical Science Study Committee (PSSC) in the USA in the 50s were early adoption of contemporary technologies for physics instruction. While the medium of recordings of physics demonstrations has changed from magnetic tapes to CDs and DVDs and to virtual space online, its purposes are the same: making physics principles observable, engaging students, and providing evidence for knowledge claims (Berg, 2012; Kácovský & Snětinová, 2021).
On the other side, for a century, laboratory activities have been a fixed feature of science education where students directly interact with physical phenomena. Given these two unique features, i.e., demonstrations and laboratories, recent digital technology seems to call for a paradigm shift. Lecture demonstrations, whether in magnetic tapes or digitalised mediums, are under the control of teachers in terms of what and when to show. Similarly, laboratory activities are predetermined for students to experience hands-on. Recent technologies allow more interactions between students and the medium of teaching and learning. Demonstrations of physical phenomena are freely available online, and students can watch what they want to, when they want to. Interactive simulations and physical computing have been utilised for quite a while where students perform laboratories different from each other, to answer their own questions in lieu of the traditional labs. Furthermore, interactive virtual reality, mixed reality, and metaverse are emerging mediums in trial and under research (Sonntag & Bodensiek, 2022).
Underpinning the increase in interactions between students and mediums is the constructivist view of learning and the recent emphasis on student agency in learning. From such theories of learning, both demonstrations where students passively watch and listen, and cookbook-style laboratories, are ineffective and fail to help students be active problem solvers as required by the 21st century. Thus, recent technologies are very useful for changing the traditional approaches to teaching to make students active learners. This change is not only by the demand of the era but also by the demand of the students. Not only the medium, but also the students drastically changed. Dubbed Generation Z, the current students in schools and campuses are digital natives who are born into modern technology and familiar with global access to knowledge and tools to reproduce knowledge. Generation Z is used to spontaneously searching for information to make sense of things and create their own content to share with each other. Thus, teaching needs to be reconceptualised to ensure epistemic agency in helping students to be lifelong learners.
In this talk, I will illustrate the changing scenes of science teaching and discuss the notion of epistemic agency and how it relates to teaching approaches.
REFERENCES
Berg, R. E. (2012). Resource Letter PhD-2: Physics Demonstrations. American Journal of Physics, 80(3), 181–191. https://doi.org/10.1119/1.3660659
Kácovský, P., & Snětinová, M. (2021). Physics demonstrations: who are the students appreciating them? International Journal of Science Education, 43(4), 529–551. https://doi.org/10.1080/09500693.2020.1871526
Physics Curriculum and Instruction (2022). Teaching Resources for High School & College Physics Courses. https://www.physicscurriculum.com/video
Sonntag, D., & Bodensiek, O. (2022). How mixed reality shifts visual attention and success in experimental problem solving. Physical Review Physics Education Research, 18(2), 023101. https://doi.org/10.1103/PhysRevPhysEducRes.18.02310
Facilitating thinking and learning in and beyond the physics classrooms using research-based approaches
Get PDFI will discuss, using my research in physics education, how research can be used as a guide to develop curricula and pedagogies to reduce student difficulties, and for making physics equitable and inclusive. I will also discuss innovations in teaching and learning methods for physics after the new normal, using my research conducted during emergency remote teaching and lessons learned that can be valuable for innovation in teaching and learning going forward. My research has focused on improving student understanding of introductory and advanced concepts. We are developing research-validated learning tools such as tutorials and peer instruction tools that actively engage students in the learning process. I will discuss how we evaluate the effectiveness of these tools using a variety of methodologies and then describe our research studies that provide guidelines for how to enhance physics by making it inclusive. Finally, I will discuss how a field-tested short intervention was implemented at the beginning of a physics course and how it improved the performance of underrepresented students in introductory physics classes compared to the comparison group
How science education is challenged by social media and how it might respond
Get PDFScience is inevitably mediated to the public sphere and both professional journalism and social media networks play important roles. For well-informed decision-making, it is essential for citizens to know how scientists communicate with each other, as well as with the public. Until recently, the conventional mass media (e.g. newspapers) typically functioned as gatekeepers, helping to assess the reliability and trustworthiness of scientific claims. In today’s culture, media and their gatekeeping roles are rapidly disappearing. In social media, information flows along existing networks, sometimes heedless of scientific expertise and quality of information. As a result, we need an expanded conception of nature of science (NOS): First, students need to learn about the epistemics of communicative practices, within science and in society, science as a system of distributed knowledge and expertise, characterised by division of labor as well as a social system of checks and balances, trust and credibility. Second, students must learn about the epistemic structure of science communication and the role of "gatekeepers". Here, the role of social media and its correlated phenomena must be considered like aggregated news, filter bubbles, echo chambers, spirals of silence, fake news, and purposeful disinformation. Third, I will focus on the consumer of science, including the role of confirmation bias, motivated reasoning, and the social context of trust. These three perspectives finally lead to the idea of science media literacy as an expansion of more traditionally NOS perspectives.
FURTHER READING
Höttecke, D. & Allchin, D. (2020). Re-conceptualizing Nature-of-Science Education in the Age of Social Media. Science Education, 104, 641–666.
Höttecke, D. (2020). The Mediation of Science in the Age of Social Media. The Journal and Proceedings of the Royal Society of New South Wales, 152(3), 307-319.
Zilz, K. & Höttecke, D. (2022). Promoting Pre-service Physics Teachers’ Science Media Literacy. Science Education Review Letters, https://edoc.hu-berlin.de/handle/18452/25148 (26.09.2022)
The power of virtual reality for physics (and STEM) education
Get PDFWhile there has been much hype around VR in education, there has been limited research around what is truly novel about the technology. This workshop will share best practice around the how and why Virtual Reality can be used to enhance student learning in Physics education. Inspired by the Force Concept Inventory (FCI), we developed a novel app at ANU that asks students what forces act on a basketball, and then presents them with the physical world based on their answer. This allows student to experience unphysical worlds that manifest their misconceptions around forces. Guided by a narrator, students reflect on their answers to correct their misconception.
Participants of this workshop will hear about the positives and challenges of using highly immersive VR in education, including recent research that demonstrates its effectiveness with over 150 students. They will also experience the learning journey of students, including taking the FCI, watching a live demo of the VR experience, then a chance to retake the FCI. The workshop will conclude with a facilitated discussion around other ways VR might be useful in Physics education, including a second demo of our EM-field VR simulator.
Intended Audience: Undergraduate and Secondary-School Physics Educator
The use of toys in teaching school physics
Get PDFThis workshop will showcase a range of toys suitable for use in teaching physics in schools and to increase graduate primary education students’ confidence and knowledge in STEM. Participants will engage in observing and discussing toys to identify their potential in developing students understanding of science concepts and skills in working and thinking scientifically. Examples of toys suitable for primary school and above will be explored through interactive segments.
The workshop is based on my research with preservice teachers learning to teach primary science. Toys simultaneously involve teachers & students in pleasurable scientific play as they explore the conceptual aspects of science. Toys also provide opportunities for modelling scientific thinking & using metalanguage that helps to relate science to the world around them.
Intended Audience: Primary and Secondary Educator
Innovative physics teaching spaces
Get PDFThere are often heated debates around teaching and learning spaces, from collaborative spaces for student centred learning to abolishing teacher centred lecture theatres. In both school and university contexts, economics and practicalities have led to designing multi-purpose learning spaces which can be used by different disciplines and for different purposes. Consequently, it is often a challenge to justify and advocate for dedicated discipline-based laboratory teaching and learning spaces.
In this workshop we will share a particular innovative space specifically designed as a physics laboratory, with the functionality of being used as a recitation/tutorial space, project space as well as for studio teaching with mini lectures. We will also share our experience of running Physics labs in this space. We will show how particular demands:
to be ‘multipurpose’ across different modes of physics teaching allowing for in-depth learning of physics,
be able to accommodate various level of experimental classes,
provide ability of skills development including open-ended projects,
grant effective teaching technical support,
could be implemented in design solutions. We will discuss how features of teaching space influenced teaching modes.
Participants are requested to bring designs of their teaching and learning spaces, share experiences of fit-for-purpose learning spaces as well as pick up some tips if designing new learning spaces. In particular, the space could be welcoming, has a pleasant ambience and has been well received by both staff and students.
Given the current context of ‘going online’, physical learning spaces need to be something extra special as we move into the future. Bring along your future-looking extra special learning space designs!
Intended Audience: University and Secondary-School Physics Educator
Development of a culturally appropriate, national website about crystal methamphetamine
No full textBackground: Methamphetamine is a stimulant drug and of concern to communities across Australia. However, access to culturally appropriate and community led developed resources is limited.Aims: This presentation will provide an overview of the development of the first culturally appropriate, national website for Aboriginal and Torres Strait Islander peoples which aims to provide evidence-based resources about crystal methamphetamine.Methods: Aboriginal elders, researchers, and health professionals guided the development of the toolkit. In 2017 community consultations were conducted nationally to identify information and resource needs among the wider Aboriginal and Torres Strait Islander community. Beta-testing of the website was undertaken in 2020 via online survey and phone interviews.Results: 166 people participated in the initial community consultations, which identified a need for more evidence-based resources about crystal methamphetamine as well as stories of lived experience and recovery. During beta-testing of the website, 116 people (73 identified as Aboriginal and/or Torres Strait Islander) participated in the survey and eight in follow-up phone interviews. Feedback was positive with the majority of participants saying they would recommend the site to others. Key themes from interviews highlighted the importance of connection to family, shame associated with crystal methamphetamine use and the lack of support services. Conclusions: The Cracks in the Ice website for Aboriginal and Torres Strait Islander peoples launched on 21 July 2021. Based on knowledge shared by community, and from research literature, the website provides a variety of resources to support and empower people affected by crystal methamphetamine
The reality of teletherapy during COVID lockdown for practitioners and carers of people on the Autism Spectrum.
No full textBackground: In March 2020, a lockdown was implemented to manage health risks posed by COVID19, reducing access to therapeutic support services for people on the autism spectrum. Autism Spectrum Australia rapidly shifted to online delivery of allied health supports. Teletherapy became a necessity for continuity of services during the lockdown.Aims: This research will add to the understanding of teletherapy for individuals with autism, capture practice-based insights and contribute to the integration of teletherapy lessons from the COVID pivot.Methods: Surveys were completed by allied health practitioners (n=141) on their experience more broadly and service users (n=806 responses) following individual teletherapy sessions. Questions focused on their experience of teletherapy capturing both qualitative and quantitative data. Results: Thematic analysis revealed the following themes; 1) technology – love it or hate it 2) teletherapy as a “new normal”, 3) short term pain, for long term gain 4) the shape of service delivery has changed, 5) is teletherapy always an option? Data from the quantitative analysis showed a significant correlation between the technical quality of a teletherapy session and the perceived level of support provided. Practitioners indicated a high rate (82%) of intention to continue using teletherapy and that 46% of families were willing to continue teletherapy. Conclusions: COVID 19 has helped us understand the reality of teletherapy in a short period of time, and to reflect on possibilities. Future research on the experiences of individuals on the autism spectrum and their local support teams will assist with incorporating teletherapy as part of business as usual
Performance expectancy drives health professionals’ acceptance of digital tools for antimicrobial prescribing
No full textBackground: The digitisation of hospitals has presented new opportunities to curb antimicrobial misuse. However, access to digital tools does not guarantee use. Performance expectancy, from the unified theory of acceptance and use of technology (UTAUT), a common technology acceptance model, is the strongest predictor of users’ intention to use technology. Aim: Synthesise and understand health professionals’ expectations related to performance of digital tools for antimicrobial prescribing.Methods: A systematic review was conducted to identify qualitative studies that explored user perceptions of digital tools for antimicrobial prescribing. User perceptions were extracted from each paper and classified using the UTAUT model and as either facilitators or barriers to use.Results: Thirteen studies met the inclusion criteria. Twelve of these reported user perceptions related to performance expectancy, highlighting users were more likely to use digital tools if they believed systems helped them achieve gains in job performance. The majority of perceptions related to the perceived usefulness of digital tools or whether tools were seen as better than their precursors. Reported facilitators to use included digital tools being trusted/credible sources of information, improving the performance of tasks, or increasing efficiency. A key reported barrier was tools providing information/recommendations not useful for a setting (e.g., emergency department), or patient condition(s). Conclusions: To ensure use of antimicrobial digital tools in hospitals, organisations need to consider health professionals’ performance expectations. Conveying benefits resulting from the use of digital tools to users, and ensuring utility matches expectations, could increase use of digital tools for antimicrobial prescribing