Plenary lecture 4: Elizabeth Gire, Oregon State University
26 years ago, the physics faculty at Oregon State University radically redesigned their physics majors into the Paradigms in Physics program. Since then, the Paradigms has grown into a user facility for physics education research and curriculum development.
In 2016, we embarked on Paradigms 2.0, a substantial revision to the original Paradigms courses. I will describe the features of our program, what we’ve learned about apprenticing new physicists, and future directions.
Plenary lecture 3: Heather Lewandowski, University of Colorado Boulder
Physics is an empirical science. Therefore, learning physics must include learning how to design and conduct experiments, analyze and interpret data, and revise models and apparatus.
Lab courses are a way for students to engage in these authentic physics practices. Our work looks to improve lab experiences by improving students’ competency with modeling of physical and measurement systems, troubleshooting skills, documentation practices, and views of the nature of experimental physics.
Plenary lecture 2: Brean Prefontaine, Michigan State University
In this introduction to informal physics education (IPER), we will explore the historical and current landscape of research looking at informal physics education spaces and public engagement in physics. We will talk about the different kinds of questions that researchers have and are currently exploring, including the kinds of questions that we are currently researching at Michigan State University.
Just like in other areas of PER, there are a variety of methods that people are using to explore these spaces. We will discuss what kinds of data are being collected within informal spaces and what methods can be used to explore that data. Additionally, in many instances within informal spaces, the researcher and practitioner role are intimately connected.
We will discuss these instances and the importance of researchers disseminated information in a usable manner to practitioners. Finally, we will discuss ways that informal physics spaces are evaluated both internally and externally. Throughout this overview of informal physics education research, I will share examples from my own graduate research and work as an external evaluator.
Anders Malthe-Sørenssen and Tor Ole Odden, University of Oslo
Computation is a cornerstone of modern scientific research, and consequently many universities are actively working to incorporate computational methods into their science courses.
At the University of Oslo, this work has been going since the early 2000s and currently all bachelor programs in mathematics and natural science integrate computing from day one.
For example, in the physics bachelor program, students learn computation in through coordinated mathematics, physics and, computer science courses, and computation is then threaded through most subsequent physics courses.
In this talk, we address the Norwegian educational context, challenges and experiences from establishing such a program, examples of how the program is implemented, and how we work to integrate computing in programs across contexts and across educational levels.
We will also discuss what we are learning through our research activities on how students build computational literacy, and how computation can support student conceptual understanding and epistemic agency.
We would like to invite members of the physics education research groups of Michigan State University, University of Colorado-Boulder, and Oregon State University, as well as our Scandinavian PER colleagues, to a summer institute held in Oslo, Norway, and hosted by the Center for Computing in Science Education at the University of Oslo.
Do you want to learn how to partner with students to bring active learning methods into your teaching? Join us for the Nordic Regional Learning Assistant (LA) Workshop!
In this talk I report on my experiences in teaching programming for humanities students. I have taught this in a variety of ways, as a course for PhD and MA students in linguistics specifically, as a BA-level course in the honours program and as a general BA course for humanities students. The two latter courses were developed in collaboration with CCSE. I will try to say something about why programming is difficult for humanitites students, how it can be made easier and more relevant, and what worked and didn't work in our latest incarnation of the course.
Our world is increasingly computational. In the fields of science, mathematics, engineering, and technology the effects of this shift are well established and ongoing. But what does this mean for other fields, like the arts, humanities, the trades, or agriculture? I will kick off this session by presenting a few ideas and observations on the importance of expanding our notion of computational literacy outside of purely scientific and technical fields, based on my experiences growing up in a farming community and my family network of farmers. Then, we will shift gears to a discussion of what this lens of computational literacy might mean for a general pre-college education and how we can provide a computational education to students outside of traditionally technical fields.
Programming is a useful tool in several disciplines, but teaching programming in a disciplinary context can be quite different than teaching programming for computer scientists. How can we motivate students with different backgrounds to make sure that programming is perceived as relevant? And how does this affect what the students learn? We will talk about how we can teach programming for biologists, chemists, teachers and high school students, and what this teaching implies.
An obvious purpose of computer code is that it gives some desired results when executed on a computer. This is often the overarching focus in programming education, especially outside informatics programs. However, it is in most cases also desirable that code is easily readable and modifiable to humans - this e.g. makes it easier to eradicate bugs or to modify/extend code for new purposes. Many programmers in industry and science are thus arguing for improved programming practices, where the focus is not just on solving one given problem at a time, but on writing code that can be reused and extended to increase productivity in the long run. What is often not explicitly factored into such argumentation, however, is that both learning and applying good programming practices requires effort. This raises two core questions: what level of code quality is typically most pragmatic to aim for in science settings, and how valuable is it to spend course time on learning to improve code quality?
We have encouraged students to develop their own physics problems, explore them and report on their results in the form of a computational essay in the course in elementary electromagnetism (Fys1120) from 2018 to 2021. In parallel we have developed new learning material and supporting exercises to provide students with sufficient skills and knowledge to succeed with an essay project. In 2021 the computational essay project was used as an extended home exam counting 50% towards the final grade.
In this talk, I will discuss experiences and reflections on the use of computational essays and how we plan to develop this activity in the coming years.
Computational thinking (CT) has been added to many educational standards around the world. However, this new content presents challenges around preparing teachers to incorporate computational thinking into the STEM disciplines. In this talk, I will first give a review of the literature around preparing pre-service secondary STEM teachers to incorporate computational thinking into their subjects. I will then present data from interviews with pre-service secondary subject teachers in the STEM teacher education program at UiO . The data highlight a current gap in the research on teacher preparation: that the computation learned in upper division subject courses does not directly translate to the computational thinking that they will be teaching their future students. Finally, I give some suggestions for remedying this gap.
I will present a possible model for task design of mathematical programming problems (MPPs), where both the overarching design and a concrete example is given.
Following the implementation of the design into a mathematics classroom, I will present the students interactions when they were working on MPPs as well as a short analysis of the findings.
Finally, presenting the types of obstacles students encounter when working on MPPs and a discussion regarding the different types. There will be examples from the MPPs, experiences from the implementation, and questions/discussion throughout the module.
Please join our new digital transdisciplinary lab organized by our Klaipeda University partner. The main topic will be Sustainable Solutions for a Harbour City. We invite 3 to 5 students and one teacher to join our new transdisciplinary lab that will take place online during 22 of November-3 of December. The first 2 days students and teachers will attend lectures from different speakers and after that they will have to choose one or more topics from the picture under, identify such a challenge in the University campus and work together with others in order to find innovative solutions.
While “science practices” are featured heavily in current reform efforts, such efforts do not automatically result in opportunities for students to actively shape science knowledge practices.
When students are denied opportunities to shape science knowledge practices, and receive messages that their ideas, experiences, and communities are unscientific,philosophers name such harm as epistemic injustice.
To disrupt epistemic injustice, I use lenses from fields such as the History and Philosophy of Science to examine how students become transformative epistemic agents in their schools and communities by co-developing science knowledge and practices with teachers.
Teachers hold immense power in classrooms to open up or constrain opportunities for student learning.
While watching teachers enact equitable instruction is wonderful, we know that teachers are not born being able to help all students learn. How, then, can we prepare new teachers to enact equitable instruction?
Here, I will describe teacher educator pedagogies as we design and enact opportunities for preservice teachers to learn about, rehearse, and receive feedback regarding their emerging instruction. I will also describe design-based research conducted with preservice teachers to examine extended opportunities to rehearse equitable instruction in methods courses.
David Stroupe, en av forfatterne av boka Preparing science teachers through practice-based teacher education. Og her betyr ikke «practice» bare/først og fremst skolepraksis, men praksiser – altså ting læreren gjør i klasserommet – som fremmer læring, basert på boka Ambitious science teaching.
In US higher education—and especially the STEM (science, technology, engineering and mathematics) disciplines - women, first-generation college students, and students belonging to certain racial or ethnic groups enter exhibit greater attrition than do their male peers, a gap that continues throughout the professions.
In chemistry, students typically have their first encounter with quantum theory in a dense course covering an extremely broad range of topics to a somewhat shallow degree. Chemists require some knowledge of basic quantum theory, many body theory, time-dependent theory and spectroscopy.
BraketLab is a Python module being developed at the Hylleraas Centre of Quantum Molecular Sciences, which aims to provide a framework where the algebra and logic of quantum theory are automatically enforced, thus allowing the students to freely explore the quantum world and intuitively learn the rules while exploring.
I'll present the module, show some exercises and tutorials, and briefly share some experiences we've gained from teaching with it this semester.
How did two physicists end up working at Norway’s largest bank? Milan completed his PhD in experimental physics at the University of Western Australia in 2007, while Vilde did her master degree in computational physics at the University of Oslo in 2018.
This Wednesdays Karl Henrik will talk about the programming language Julia and exciting things which can be done with this programming language.
Karl Henrik is working on Machine learning applied to quantum mechanical problems for his MSc thesis.
Marcos Caballero: Integrating computation in American high schools - a tale of resourcing, federalism, and equity
Tor Ole Odden: Everything can be a vector! An approach to teaching machine learning to early physics students?
Joao Inacio is MSc student CS:Physics 1st year. After the seminar we will have pizza.
This week we have the pleasure of having Anne Marthine Rustad and Signe Riemer-Sørensen from SINTEF and the Mathematics and Cybernetics department.
SINTEF is a very important employer in our field of study and we look forward to hear about exciting research and job possibilities. Earlier this semester we forwarded several summer job options from SINTEF.
Philip Sørli Niane is master of Science student in CS:physics, 2nd year. Pizza thereafter and plenty of time for discussions. This is also a topic of interest for potential master of science thesis projects.