The Physics Education Technology Project:

1. The Physics Education Technology Project: Introduction to Inquiry-Based Teaching and PhET's Web-Based Interactive Simulations Sam McKagan University of Colorado at Boulder http://phet.colorado.edu Teacher’s Workshop Beacon of Hope College Soroti, Uganda Jan-Feb 2008 The Physics Education Research Group: http://per.colorado.edu

2. Workshop Goals • Become familiar with research-based teaching methods • Inquiry-based teaching • Interactive engagement • Become familiar with PhET simulations • What makes PhET sims unique learning tools? • How can they be used in class? (easy, effective) • Plan for sim use in your class • Identify useful PhET sims • Practice activities using sims • Develop your own activity

3. A B C D E To help me get input from you, we will use colored cards to answer questions: How long have you been teaching physics? • 1 year or less • 2-3 years • 4-5 years • 5-6 years • 7 years or more

4. What level do you teach? • A levels only • O levels only • Both O levels and A levels • Something else

5. What does research tell us about how to teach science? Traditional approach to teaching science: • Think very hard about subject, get it figured out very clearly. • Explain it to students, so they will understand with same clarity. Unfortunately, research shows traditional approach often doesn’t work!

6. What does research tell us about how to teach science? Research-based approach to teaching science: • Find out what your students are thinking. • Get them actively engaged in figuring things out for themselves. • Monitor and guiding their thinking. Research shows that there are effective ways to do this!

7. Data on effectiveness of traditional science teaching. -lectures, textbook homework problems, exams 1. Retention of information from lecture. 2. Conceptual understanding. 3. Beliefs about science and problem solving. Mostly intro university physics (best data), but other subjects and levels consistent.

8. Data 1. Retention of information from lecture I. Redish- students interviewed as came out of lecture. "What was the lecture about?" only vaguest generalities II. Rebello and Zollman- 18 students answer six questions. Then told to get answers to the 6 questions from 14 minute lecture. (Commercial video, highly polished) Most questions, less than one student able to get answer from lecture. III. Wieman and Perkins - test 15 minutes after told nonobvious fact in lecture. 10% remember

9. Why? Cognitive load-- best established, most ignored. Maximum ~7 items short term memory, process 4 ideas at once. MUCH less than in typical science lecture Mr Anderson, May I be excused? My brain is full.

10. 1  8 V B 2  A 12 V 1  Data 2. Conceptual understanding in traditional course (cont.) electricity Eric Mazur 70% can calculate currents and voltages in this circuit. 40% correctly predict change in brightness of bulbs when switch closed! How can this be? Solving test problems, but not understanding what they mean!

11. Traditional Lecture courses Fraction of unknown basic concepts learned Data 2. Conceptual understanding in traditional course. • Force Concept Inventory- basic concepts of force and motion 1st semester physics Ask at start and end of semester-- 100’s of courses On average learn <30% of concepts did not already know. Lecturer quality, class size, institution,...doesn't matter! R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

12. Data 3. Beliefs about physics and problem solving Expert Novice Content: isolated pieces of information to be memorized. Handed down by an authority. Unrelated to world. Problem solving: pattern matching to memorized recipes. Content: coherent structure of concepts. Describes nature, established by experiment. Prob. Solving: Systematic concept-based strategies. Widely applicable. nearly all intro physics courses more novice ref. Redish et al, CU work--Adams, Perkins, MD, NF, SP, CW *adapted from D. Hammer

13. Retention of information from lecture 10% after 15 minutes  >90 % after 2 days • Conceptual understanding gain • 25%  50-70% • Beliefs about physics and problem solving • significant drop  small improvement The good news: Using research-based teaching methods, we can get much better results Effective teaching = facilitate creation of understanding by engaging, then monitoring & guiding thinking.

14. Keys to Research-Based Teaching: • Get students actively engaged, not just passively listening. • Find out what students are thinking and address their preconceived ideas. • Connect new material to what students already know and to everyday life. • Focus on conceptual understanding, not just problem-solving. • Reduce cognitive load by eliminating unnecessary details and jargon.

15. How do you know what your students are thinking? • I know what they are having trouble with by listening to the questions they ask. • I can see what they are having trouble with by looking at their homework. • I can see what they are having trouble with by looking at their exams. • More than one of the above. • None of the above.

16. Mentally engaging, monitoring, & guiding thinking. Many students at a time?! Technology can make possible.(when used properly) examples: a. student personal response systems (“clickers”) or colored cards b. interactive simulations

17. (%) 3 2 1 A B C D E a. “Clickers” or colored cards -- facilitate active thinking, probing student thinking, and useful guidance. When switch is closed, bulb 2 will a. stay same brightness, b. get brighter c. get dimmer, d. go out. "Jane Doe picked B" individual #

18. clickers- Highly effective when use guided by how people learn-- improve engagement, communication, and feedback. Class designed around questions and follow-up-- Students actively engaged in figuring out. Student-student discussion (consensus groups) & enhanced student-instructor communication  rapid + targeted = effective feedback.

19. show website, sim list, balloons and sweater, moving man, elctromag Physics Education Technology Project • Suite of interactive simulations (~65) • Covering intro physics, modern physics, bit of chemistry & math • Design based on research • Extensive user testing (usability, interpretation, learning) • Free! Online or downloadable. (~50 Mbytes) • Easy to use and incorporate in class • Phet-based activities database on website http://phet.colorado.edu

20. PhET Staff Physics faculty: Michael Dubson Noah Finkelstein Kathy Perkins (manager) Carl Wieman Postdocs: Sam McKagan Archie Paulson Software Engineers: Sam Reid Chris Malley Michael Dubson Grad students: Wendy Adams Noah Podolefsky HS Teacher: Trish Loeblein ~6 full time equivalents Staff: Angie Jardine, Linda Wellmann

21. PhET Funding NSF Kavli Foundation Hewlett Foundation University of Colorado Alfred Nobel Our promise: PhET sims will always be free!

22. Physics Education Technology Website

23. What kind of access do you have to computers? • There are no computers at my school. • There is one computer at my school. • There are 2-5 computers at my school. • There are 5-10 computers at my school. • There are more than 10 computers at my school. Do you have internet access? • Yes, at my school. • Yes, somewhere else. • Sometimes. • No.

24. If you don’t have internet access, please take a CD. • CDs contain everything you need to install PhET on your computer: • PhET Installer • Java • Flash • Web Browser (Firefox) • If you can get internet access sometimes, can also download PhET installer from website. • Installer on website updated every day. • Update frequently if you can: We are constantly making new sims and improving old ones. • Searchable Activities Database online only. Some activities on your CD, but not all.

25. CCK: Group Input What learning goals does this sim support? (Any that are hard to reach with traditional approaches?) How could you use this sim or similar sims in a course?

26. Use of PhET sims in class Lecture/classroom Visual Aid, Demo complement, Interactive Lecture Demos, & Concept tests Lab and Recitation Group activity, Exploration & discovery Homework Pre-class assignment – introduce new ideas Post instruction – develop robust understanding

27. Lecture – Demo complement Show balloons Electrostatics – Traditional balloon demos - Charge transfer, Coulomb attraction, Polarization Simple, but effective

28. Lecture – Visual Aid A snapshots at different times. B C Show wave on a string Violin string and harmonics: - Good visualization of a standing wave on a string Follow-up Concept Test: When the string is in position B, instantaneously flat, the velocity of points of the string is... A: zero everywhere. B: positive everywhere. C: negative everywhere. D: depends on the position. Correct : 2002 demo: 27% 2003 sim: 71% Follow up question: At position C, the velocity of points of the string is... A: zero everywhere. B: positive everywhere. C: negative everywhere. D: depends on the position. Correct : 2002 demo: 23 % 2003 sim: 84%

29. Lecture – Interactive Lecture Demos + Demo 4: Sketch position vs time and velocity vs time graphs for when Moving Man: walks steadily towards the tree for 6 seconds, then stands still for 6 seconds, and then towards the house twice as fast as before for 6 seconds. Position 0 time - + Velocity 0 time 5 s 10 s 15 s 20 s - Thornton and Sokoloff, 1997

30. Moving Man walks steadily towards the tree for 6 seconds, then stands still for 6 seconds, and then towards the house twice as fast as before for 6 seconds + + + + Position Position Position Position 0 0 0 0 time time time time D - - - - + + + + Velocity Velocity Velocity Velocity 0 0 0 0 time time time time - - 5 s 5 s 5 s 5 s 10 s 10 s 10 s 10 s 15 s 15 s 15 s 15 s 20 s 20 s 20 s 20 s - - A B C

31. Lab/Recitation: Small group activity Sims good because: Designed to help students to construct own conceptual understanding through exploration But best when activities: Guide students’ exploration to promote lines of inquiry that develop understanding of important concepts Number of well-suited sims: • Moving Man • Masses and Springs • Ideal Gas • Circuit Construction Kit

32. Homework • Guide students work with the sim • Homework questions: • Discover, explain, reason about important concepts • Explore cause-and-effect • Connect to their own experiences • True/false, multiple choice, numeric, essay

33. PhET DesignCCK Masses and Springs: What makes these PhET sims particularly effective educational tools? (Activities should take advantage of these features!)

34. Design of PhETWhat makes these effective educational tools? • Engaging, open-style play area • Highly interactive • Dynamic feedback. Interaction links to animation. • Explore and discover (construct understanding) • Connection to real world • Explicit visual & conceptual models (that experts use) • Productive constraints In folder: K.K. Perkins, et al, “PhET: Interactive Simulations for Teaching and Learning Physics”, Physics Teacher (Jan 2006)

35. Learning Goals Design Process Initial Design Research Base

36. Learning Goals Initial Design Research Base Initial Design & General Approach • Research base: • Ed. Psych / Cog. Sci: How people learn • Educational Software Design • Student Conceptions in Physics • PhET research findings

37. Learning Goals Design Process Initial Design Research Base ~Final Design Interviews ClassroomUse Redesign b Interviews

38. Research Base Interviews Redesign Interviews Assessment of Design: • Usability – easy/intuitive • Interpretation – correct/productive • Engaged exploration • Can students construct understanding of main ideas? Achieve learning goals? General Design Guidelines

39. Example- of what revealed by interview studies. Radio waves. Initial startup. Experts- - really like. Students--Watch without interacting. Don’t like. Misinterpret.

40. Start with curve view, manually move electron. Very different result. Later move to full field view, manipulate, like, and understand. Correctly interpret. Why do you think starting this way works so much better? briefly discuss with neighbors, then will collect ideas

41. Why starting this way works so much better? • Matches research on learning. • Cognitive demand. Novices don’t know what to focus on. • treat everything equally important. Much more than short-term working memory can handle, overwhelming • Construction of understanding. Other important features: Visual model-electrons in transmitting and receiving antennas, display of waves Interactivity

42. Research Base ClassroomUse Use of Sims: • Well honed tool for learning • Doesn’t guarantee its effectiveness: Effectiveness also depends on how it is used! Example paper on research on effectiveness (in folder): Perkins et al., Physics Teacher

43. Research Base ClassroomUse Align Use of Sims with Research on Learning: Results of Research on How people learn? • People learn by actively constructing their own understanding. • People learn by building on their own prior knowledge and understanding. • Experts build an organized structure of knowledge, and monitor and reflect on their own understanding.

44. Exploration Time! • Find a partner and a computer • Browse entire PhET website • Match up topics/concepts you teach with sims • Think a bit about how you might use each: • pre-class assignment? • in lecture concept test or interactive lecture demo? • in-class activity? • homework? • other? • Use pink handout to keep track of how you could use sims in your classes. • See blue handout for examples of how we use them in our classes.

45. PhET Team Approach to Curriculum Design: • Guided Inquiry Approach • GUIDELINES (purple handout): Does the activity … • Address all of your learning goals? • Require active thinking, sense making / reasoning? • Build on prior knowledge? • Connect to real world? • Help students monitor their understanding?

46. Designing activities • Compare 2 activities for masses & springs. gray handout • Given general PhET sim design, • What general characteristics/approacheswould you use in making activity thatmaximizes effective learning experience?

47. So what’s in a design? • What general characteristics/approacheswould you use in making activity thatmaximizes effective learning experience?

48. So what’s in a design? • PhET Team Approach to Curriculum Design: • Guided Inquiry Approach • Does the activity … • Address all of your learning goals? • Require active thinking? • Require sense making / reasoning? • Build on prior knowledge? • Connect to real world? • Help students monitor their understanding?

49. Evaluating an activity? • Masses and Springs: • Activity A Activity B • Which guidelines do you feel are applied in each activity? • 2. How do you think aligning the activity with the guidelines will help students learn? • Build on prior knowledge? • Connect to real world? • Help students monitor their understanding? • Address all of your learning goals? • Require active thinking? • Require sense making / reasoning?

50. Circuits Activity • Sample activity we use in our classes. • Work through with your partner. • Think about how it uses the guidelines. • Think about how you could use this in your classes? • Does it need adaptation?