Graduate student Orientation session Fall 2007 Thursday evening 8 November Educational Outreach at Notre Dame.

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Presentation transcript:

Graduate student Orientation session Fall 2007 Thursday evening 8 November Educational Outreach at Notre Dame

Ref:

Physics Department Education Outreach RETResearch Experiences for Teachers (local) NSF-funded (through Quarknet) – summer (2 months) plus regular meetings during the school year REUResearch Experiences for Undergraduates NSF-funded – 2 months in the summer (residential) NDErCGraduate students visit school classrooms during the academic year. Work on research and education projects in the summer. NSF-funded NISMEC Summer workshops for K-12 teachers in Guided Inquiry in Math and Science – funding from Indiana BOE, ISTEM, and Siemens – education research into teaching techniques. Science Fair: One Saturday in March (just after semester break) – need volunteers to judge exhibits

Problem 1: Assume we can set up a Foucault pendulum in the atrium of the Jordan Hall of Science (a) What is a Foucault pendulum? Ask your neighbour if you don’t know (b) You set the pendulum swinging at noon – in (say) the north-south plane along the axis of the hall (c) What plane will the pendulum be swinging at noon the following day? (d) First write down your own answer – with a brief justification (e) Discuss with your neighbour your answer and his/her answer (f)We will all discuss the experiment, and if time, go and do it.

Problem 2: (a) Who are the scientists honored with statues on/in/outside the Jordan Hall of Science? (b) … A hemispherical light interceptor – “Notre Dame Clear-Dome” – used by the Middle-school teachers….

Guided Inquiry is our Focus Adapt to (every) level of learningNot this way!

A research-based text on the use guided inquiry in physical science, used for preservice science education majors. The University of Washington group of Physics Education Research (PER)

Interactive- engagement vs traditional methods: A six- thousand-student survey of mechanics test data for introductory physics courses by Richard R. Hake Note: normalized gain G=(N f – N i )/(100-N i )

DIMENSIONS OF LEARNING STYLE (Richard M. Felder – see refs.) A student's learning style may be defined in part by the answers to five questions: 1. What type of information does the student preferentially perceive: sensory---sights, sounds, physical sensations, or intuitive---memories, ideas, insights? 2. Through which modality is sensory information most effectively perceived: visual--- pictures, diagrams, graphs, demonstrations, or verbal---sounds, written and spoken words and formulas? 3. With which organization of information is the student most comfortable: inductive--- facts and observations are given, underlying principles are inferred, or deductive--- principles are given, consequences and applications are deduced?. 4. How does the student prefer to process information: actively---through engagement in physical activity or discussion, or reflectively---through introspection?. 5. How does the student progress toward understanding: sequentially---in a logical progression of small incremental steps, or globally---in large jumps, holistically?