Steffen Bohrmann: Performing Physics - On Stage in Classroom: The Dramaturgy of Teaching -
Teaching in classroom and playing on stage has parallels: there is content to be mediated from protagonists to audience, there is the necessity to raise interest, to open minds and hearts, there is the obligation to act in a way that reaches, touches people - and there is, of course, their unambiguous right to freely express any criticism, there is a mandatory feedback loop. An almost infinite wealth of dramaturgical tools is in the actors' hands - we want to highlight which may be of use for Physics Teaching.
Juho Tiili: Teacher’s own instructional videos to support teaching - how and why?
Nowadays, a threshold to produce and publish simple short instructional video clips is lower than ever before. Mobile phones and tablets include HD video cameras, simple editing software is available for free and there are web services that allow video streaming for free. Could it be that the highest threshold comes from the teacher himself, from his perfectionism, if the published video is good enough? Or is it just that the methods and possibilities for the technology are not recognized?
In the presentation, a different kind of methods to produce instructional videos are presented in connection to the pedagogical need. The basic pedagogical idea is to push most of the routine things that are repeated in teaching over and over again to the videos. Then the routine-like instructions are available to students 24/7. Teacher can concentrate on more difficult issues. The collection of videos gives excellent possibilities for online teaching and also a possibility to deliver demonstrational aspects to distance learning. In the presentation, the methods to produce videos cover following.
1. Simple tablet computer, paper, pen, voice
2. "Presenter and a cameraman" - instructions, demonstrations
3. Power point
4. Apps, like explain everything
5. Screen capture videos
6. Higher quality edited presentation
In the presentation, a short example of different kind of real life locally made educational videos are shown, some pictures "behind the scenes" are presented and a short pedagogical idea - "why such a video" is discussed. Practical tips and hints to produce and publish videos are also discussed.
The video services like YouTube are full of public teaching videos. Of course they all are available as teaching resource for free and they should be used when appropriate. But think about teaching and learning. Teacher’s person has always been a part of learning experience. You are easily able to include your person also in your students’ online learning experience.
Ivan Melo: Bringing particle physics into classrooms
Mysteries of today’s particle physics are solved by world-wide collaborations which advance knowledge and push creativity and innovation to new levels. Exciting results such as the discovery of the Higgs boson offer a great opportunity to engage young people in particle physics and to foster scientific culture within society. International Particle Physics Masterclasses highlight how high school students across the world can be exposed to state of the art research, methods and tools. Over 10 000 high school students participate in Masterclasses at local universities annually. They evaluate real data from CERN’s LHC accelerator and at the end of the day join international video-conference to discuss results among 4 to 5 universities. Masterclass measurements also offer an opportunity to develop a modern university level particle physics course for engineering students to partially meet the high demand for skilled engineers at largest particle physics laboratories.
Greet Langie: Key skills of incoming STEM-students
For Europe to remain at the forefront of scientific and technological development, the current shortage of persons trained in these fields at secondary and higher education has to be overcome. While some progress has been made in increasing enrolment in Science, Technology, Engineering and Mathematics (STEM) programs in most European countries as stipulated by the Lisbon Objectives, the most pressing problem is now that of low retention (i.e., high dropout) rates in STEM programs. The readySTEMgo project aims to improve the retention rates of higher education STEM programs by focusing on the academic readiness of incoming STEM-students. We have identified among incoming STEM students those that are at high risk of dropout and may thus need additional support and we have supported those students with the help of intervention programs in the early phase of their studies. To achieve the above goal three different objectives are realized: We have identified the key STEM skills (objective 1). And once these were characterized, existing diagnostic tests were selected and their predictive power was gauged in order to identify with high validity the at-risk students in need of extra support (objective 2). Finally, we have investigated which intervention tools can support these at-risk students and we have measured the effectiveness of current remediation programs (objective 3).
Welcome to Zilina. Physics Teaching in Engineering Education.