Ronald K. Thornton, Director
Past Workshops
2004
January
24-28 AAPT Winter Conference, Miami, Florida
“Active Learning with RealTime Physics, Interactive Lecture Demonstrations and the Physics Suite”
Ron Thornton, David Sokoloff and Priscilla Laws
This hands-on workshop is designed for those interested in making learning in their introductory courses more active using strategies based on the outcomes of physics education research and involving the comprehensive use of microcomputers for data collection and analysis. Participants will be introduced to RealTime Physics (RTP) laboratory guides and Interactive Lecture Demonstrations (ILDs) in Mechanics, Electric Circuits and Optics. They will also be introduced to the other components of the Introductory Physics Suite. Results of studies on the effectiveness of these curricula will be presented. Those interested in making major changes in their introductory physics programs are especially encouraged to attend. Current versions of the RTP and ILD activity guides, along with Teaching Physics with the Physics Suite will be distributed.
March
11-13
Chautauqua Workshop
Puerto Rico
31
Colloquium
University of Colorado-Boulder
April
16-17
Colloquium
State University of New York at Albany
22-24
Joliet workshop, Phoenix, Arizona
May
1-3
American Physics Society Meeting
Denver, Colorado
June
3-5
Chautauqua Course
Dickinson College
Carlilse, PA
10-12
Chautauqua Course
University of Oregon
Eugene, OR
July 31-Aug. 4
AAPT Summer Meeting
Sacramento, California
2003
January
-
11-15 American Association of Physics Teachers Winter Confrence, Austin, Texas.
March
- 17-19 "Chautauqua Short Course (II):Promoting Active Learning
in Introductory Physics Courses," Rio Piedras, Puerto Rico.
See Chautauqua Course Description*
June
-
5-7 "Chautauqua Short Course (I):Promoting Active Learning in Introductory Physics Courses," Dickinson College, Carlisle, Pennsylvania.
See Chautauqua Course Description*
-
15-17 "The Activity-Based Physics Institutes—Meeting Standards Using Interactive Pedagogies and Computer Tools Session II (Follow-up)" University of Oregon in Eugene and Dickinson College in Carlisle, PA. This workshop is the follow up of the workshop held last June and is designed for high school teachers (grades 9-12) who teach physics and/or physical science. In these NSF-funded institutes, participants will learn to adapt activity-based curricula to state and national standards, implement new teaching methods based on physics education research, use computer tools for inquiry, assess new pedagogical techniques, overcome implementation barriers, and become leaders in local educational reform. Participants will receive sample curricular materials and will use materials from a new Activity Based Physics High School CD created for use in the institutes. Participants will also receive a $1,000 stipend upon completion of both sessions, free room and board, up to $150 each summer for travel to the institute site, and opportunities for graduate credit. For more information to contact:
Prof. David R. Sokoloff
Professor of Physics
Department of Physics
1274 University of Oregon
Eugene, OR 97403-1274 sokoloff@oregon.uoregon.eduoffice phone: (541) 346-4755 fax: (541) 346-5861
July
- 24-26 "Chautauqua
Short Course (II):Promoting Active Learning in Introductory Physics
Courses," University of Oregon, Eugene, Oregon. Instructors: Priscilla
Laws, Dickinson College, David Sokoloff, University of Oregon and
Ronald Thornton, Tufts University
*Course Descriptions: Widespread physics education research has shown that a majority of students have difficulty learning essential physical concepts in the best of traditional courses. These Chautauqua courses are designed for those interested in making major changes in introductory physics courses or in other introductory science courses. The focus will be on giving participants direct experience with methods for promoting active involvement of students in the learning process through activity-based physics Participants will explore activities from several successful curriculum development projects which share common goals and techniques, all of which are based on the outcomes of physics education research and the comprehensive use of microcomputers. (The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers.) The emphasis will be on activity-based learning in laboratory, workshop (studio) and lecture environments, including strategies for better integration of lecture and laboratory sessions. Samples of the RealTime Physics, Workshop Physics, Tools for Scientific Thinking and Interactive Lecture Demonstrations curricula will be given out. We will discuss adaptation of curricular materials to a range of institutional settings including small colleges and large universities. We will also explore effective methods for evaluation of the learning of physics concepts. Studies have demonstrated substantial and persistent learning by students who have used the materials from this course. Course I will focus on first semester topics: mechanics, heat and thermodynamics. Use of computers will include data collection and analysis with microcomputer-based laboratory (MBL) tools, basic mathematical modeling using MBL software and spreadsheets, and basic interactive video analysis. Course II will focus on second semester topics: electricity and magnetism, waves and optics. In addition to use of computers for data collection and analysis (using MBL tools) this course will explore more advanced mathematical modeling and more advanced video analysis.
(NOTE: Participants do not need to have completed Course I to enroll in Course II.)
Reasonably priced accommodations, including dorms will be arranged for both of these courses. For college teachers of introductory physics and other introductory science and mathematics disciplines. Prerequisites: none. Dr. Laws is a Professor of Physics at Dickinson College where she and her colleagues have developed a workshop method for teaching physics without lectures. Students in Workshop Physics courses use several related computer applications including spreadsheets linked dynamically to graphs for modeling, microcomputer interfacing for real-time data collection, and video analysis software. Workshop Physics has been published by John Wiley and Sons. Dr. Sokoloff is Professor of Physics at the University of Oregon where he integrates classroom testing on research-based curricula with the assessment of conceptual learning in introductory courses with large enrollments. He is the principal author (along with Ronald Thornton and Priscilla Laws) of Real-Time Physics--computer-supported active learning laboratories for use in traditional university settings. (Published by John Wiley and Sons.) He is also co-developer (along with Ronald Thornton) of Interactive Lecture Demonstrations (ILDs) which are used to create an active learning environment in lecture classes. (Published by Vernier Software and Technology.) Dr. Thornton is director of the Center for Science and Mathematics Teaching of the Physics and Education Departments at Tufts University where he directs the development of software for microcomputer-based laboratory (MBL) tools for real-time collection and analysis of data, for modeling and for vector visualization, and curricula designed to be used with these. The center conducts research on student learning in physics. The MBL software has won awards from EDUCOM, Computers in Physics, and the Dana Foundation. He is currently working (with David Sokoloff) on web-based delivery of ILDs, and the development of ILDs in other science disciplines. For more information contact:
Prof. David R. Sokoloff
Professor of Physics
Department of Physics
1274 University of Oregon
Eugene, OR 97403-1274 sokoloff@oregon.uoregon.edu
http://physics.uoregon.edu/physics/faculty/sokoloff.htmloffice phone: (541) 346-4755 fax: (541) 346-5861
August
- 2-6 American
Association of Physics Teachers Conference, Madison, Wisconsin. Instructors:
Priscilla Laws, Dickinson College, David Sokoloff, University of
Oregon and Ronald Thornton, Tufts University
The following workshops and interactive lecture demonstrations will be given during the American Association Physics Teachers Conference:
- RealTime Physics
Workshop: This hands-on workshop is designed for those interested
in making learning in their introductory course more active using
strategies based on the outcomes of physics education research and
involving the comprehensive use of microcomputers for data collection
and analysis. Participants will be introduced to RealTime Physics
(RTP) laboratory guides in Electric Circuits and Light and Optics.
Each guide includes a complete set of labs in one topic area, and
combines new computer tools, apparatus and activities with those
adapted from the Tools for Scientific Thinking and Workshop Physics
programs. Results of studies on the effectiveness of this approach
will be presented. Those interested in making major changes in their
introductory physics programs are especially encouraged to attend.
Current versions of RTP activity guides in Electric Circuits and
Light and Optics will be distributed. The tools and software used
in this workshop are available for Macintosh, Windows and MS-DOS
computers. Participants interested in making lectures more active
should also attend the companion workshop, Interactive Lecture Demonstrations
II: Active Learning of Electricity and Magnetism, Electric Circuits
and Optics.
- Interactive Lecture Demonstrations II: Active Learning of Electricity and Magnetism, Electric Circuits and Optics in Lecture, offered the same day as the RealTime Physics Workshop in the afternoon. Supported in part by grants from the National Science Foundation.
- Interactive Lecture Demonstration Workshop: This hands-on workshop is designed for those interested in making learning in their introductory lectures more active using strategies based on the outcomes of physics education research and involving the comprehensive use of microcomputers for data collection, display and analysis. Participants will work actively with Interactive Lecture Demonstrations (ILDs) designed to promote active learning in lecture, and will have an opportunity to practice and present ILDs. The demonstrations--many of which are microcomputer-based--will be drawn from electricity and magnetism, electric circuits and light and optics. Results of studies on the effectiveness of this approach will be presented. This workshop should be of special interest to teachers of large lecture classes as well as those who teach small classes where only one computer is available. Current versions of ILDs will be distributed. The tools and software used in this workshop are available for Macintosh, Windows and MS-DOS computers. Participants interested in making labs more active should also attend the companion workshop, RealTime Physics II: Activity-Based Learning of Electric Circuits and Optics in Lab, offered the same day in the morning. Supported in part by grants from the National Science Foundation.
2002
January
Half-day, hands-on workshop on the use of Interactive Lecture Demonstrations (ILDs) for active learning of first semester topics in lecture. Opportunity to practice and present ILDs. Of special interest to teachers of large lecture classes as well as small classes where only one computer is available. (Macintosh or Windows.)
Half-day, hands-on workshop on active learning strategies for first semester laboratory topics, based on physics education research and incorporating comprehensive use of microcomputers (Macintosh or Windows).
Interactive Session: Enhancing Physics Learning in Lecture Beyond Newton’s Laws with Interactive Lecture Demonstrations
The results of physics education research and the availability of microcomputer-based tools have led to active learning environments in the introductory physics laboratory setting, through the development of student-oriented laboratory curricula like RealTime Physics. One reason for the success of these materials is that they encourage students to take an active part in their learning. The use of Interactive Lecture Demonstrations to promote active learning in lecture will be demonstrated through active audience participation. The demonstrations will be drawn from energy, heat and thermodynamics, oscillations and waves, electricity and magnetism, light and optics. Results of studies on the effectiveness of this approach will be presented. This tutorial should be of special interest to teachers of large lecture classes as well as those who teach small classes where only one computer is available.
April
Hands-on experience with methods for promoting active student involvement
through activity-based physics strategies using computers (Macintosh or Windows)
and research-based curricula: Workshop Physics, Tools for Scientific Thinking,
RealTime Physics and Interactive Lecture Demonstrations. Focus on second semester
topics: waves, sound, optics and electricity and magnetism. (Note: Course
I IS NOT a prerequisite.) Contact: David Sokoloff, Department of Physics, 1274
University of Oregon, Eugene, OR 97403-1274, Phone: (541) 346-4755, Fax: (541)
346-5861, E-mail: sokoloff@oregon.uoregon.edu
or check http://www.engr.pitt.edu/chautauqua
May
June
NSF-sponsored Chautauqua course. Hands-on experience with methods for promoting active student involvement through activity-based physics strategies using computers (Macintosh or Windows) and research-based curricula: Workshop Physics, Tools for Scientific Thinking, RealTime Physics and Interactive Lecture Demonstrations. Focus on first semester topics: mechanics and heat and thermodynamics.
NSF sponsored Institutes offered both summers at University of Oregon and Dickinson College, for high school teachers (Grades 9-12) of physics and/or physical science and school administrators. Teams are especially welcome.
Over the course of the two summers participants, in these NSF-funded institutes, will learn to adapt activity-based curricula to state and national standards, implement new teaching methods based on physics education research, use computer tools for inquiry, assess new pedagogical techniques, overcome implementation barriers, and become leaders in local educational reform. Participants will receive sample curricular materials and will use materials from a new Activity Based Physics High School CD created for use in the institutes. Participants will also receive a $1,000 stipend upon completion of both sessions, free room and board, up to $150 each summer for travel to the institute site, and opportunities for graduate credit.
For more information and application materials, contact:
Gail Oliver at 717/245-1845 or oliver@dickinson.edu.
Application deadline is February 15, 2002.
Half-day, hands-on workshop on active learning strategies for second semester laboratory topics, based on physics education research and incorporating comprehensive use of microcomputers (Macintosh or Windows).
Half-day, hands-on workshop on the use of Interactive Lecture Demonstrations (ILDs) for active learning of second semester topics in lecture. Opportunity to practice and present ILDs. Of special interest to teachers of large lecture classes as well as small classes where only one computer is available. (Macintosh or Windows.)
August
We have created active learning environments in the introductory physics laboratory by developing real-time microcomputer-based laboratory (MBL) tools and student-oriented laboratory curricula like RealTime Physics: Active Learning Laboratories and Tools for Scientific Thinking. By making use of the results of physics education research, we have created environments that have been demonstrated to promote significant conceptual learning gains. One reason for the success of these materials is that they engage students and allow them to take an active part in their learning. Such an active learning environment is more difficult to achieve in large lecture sessions. This presentation demonstrate the use of sequences of interactive, microcomputer-based lecture demonstrations using real experiments to create an active learning environment in large lecture classes. Actual interactive lecture demonstrations will be done in the area of dynamics using MBL motion and force probes that will also illustrate the types of experiments done by students in laboratory groups. The Visualizer® (part of our modeling suite of software) will be used to display the real-time data in vector form. Videos of students involved in interactive lecture demonstrations will be shown and the results of research studies will be presented.
November
2001
January
This full-day, hands-on workshop is designed for those interested in making learning in their introductory course more active using strategies based on the outcomes of physics education research and involving the comprehensive use of microcomputers for data collection and analysis. Participants will work with activity-based materials designed for both lecture and laboratory. The tools and software used in this workshop are available for Macintosh, Windows and MS-DOS computers.
NSF-sponsored Chautauqua course designed for those interested in making major changes in introductory physics courses or in other introductory science courses. The focus will be on giving participants direct experience with methods for promoting active student involvement in the learning process through activity-based physics strategies using computers and the research-based Workshop Physics, Tools for Scientific Thinking, RealTime Physics and Interactive Lecture Demonstrations curricula. The focus is on first semester topics: mechanics, heat and thermodynamics. The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers.
May
This half-day hands-on workshop is designed for those interested in making learning in their introductory course more active using strategies based on the outcomes of physics education research and involving the comprehensive use of microcomputers for data collection and analysis. Participants will work with activity-based materials designed for teaching second semester topics in laboratory. The tools and software used in this workshop are available for Macintosh, Windows and MS-DOS computers.
This half-day, hands-on workshop will introduce the participants to the use of Interactive Lecture Demonstrations (ILDs) to promote active learning in lecture. The demonstrations--many of which are microcomputer-based--will be drawn from second semester topics: electricity, magnetism, light and optics. Participants will have an opportunity to practice and present ILDs. Results of studies on the effectiveness of this approach will be presented. This wokshop should be of special interest to teachers of large lecture classes as well as those who teach small classes where only one computer is available. The tools and software used in this workshop are available for Macintosh, Windows and MS-DOS computers.
July
NSF-sponsored Chautauqua course designed for those interested in making major changes in introductory physics courses or in other introductory science courses. The focus will be on giving participants direct experience with methods for promoting active student involvement in the learning process through activity-based physics strategies using computers and the research-based Workshop Physics, Tools for Scientific Thinking, RealTime Physics and Interactive Lecture Demonstrations curricula. The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers. The focus is on second semester topics: electricity, magnetism, waves and optics.
August
2000
January
March
June
July
1999
January
February
March
April
Widespread physics education has shown that a majority of students have difficulty learning essential physical concepts in the best of our traditional courses. This course is designed for those interested in making major changes in introductory physics courses or in other introductory science courses. The focus will be on giving participants direct experience with methods for promoting active involvement of students in the learning process through activity-based physics strategies.
Participants will explore activities from several successful curriculum development projects that share common goals and techniques, all of which are based on the outcomes of physics education research and the comprehensive use of microcomputers. (The microcomputer-based tools used are available for Macintosh, Windows and MS-DOS computers.) Samples of curricula will be given out. We will discuss adaptation of curricular materials to a range of institutional settings including small colleges and large universities.
While the emphasis will be on activity-based learning in laboratory or workshop environments, strategies for better integration of lecture and laboratory sessions by means of interactive lecture demonstrations will also be discussed. We will also explore effective methods for evaluation of conceptual learning. Studies have demonstrated substantial and persistent learning of physics concepts by students who have used these materials.
The course will focus on the following topics: mechanics, and electricity. Activities in other topics will be demonstrated. Use of computers will include data collection and analysis with microcomputer-based laboratory (MBL) tools, mathematical modeling using MBL software and spreadsheets, and interactive video analysis.
May
Over many years, we have discovered that the teaching laboratory is an effective environment to teach students concepts that they have difficulty learning in more traditional settings. This hands-on workshop will use materials and activities from the Mechanics section of the RealTime Physics Laboratory Guide. (**) These guides combine new computer tools (MBL), apparatus and activities with those adapted from the Tools for Scientific Thinking (still available from Vernier Software) and Workshop Physics programs. Guided-discovery RealTime physics activities are based on outcomes of physics education research and involve the comprehensive use of microcomputers for data collection and analysis. Students work together in groups of two or three. Participants will work through activities selected from the mechanics guide. This workshop is designed for those interested in exploring changes in their introductory laboratory programs.
Invited Talk “Interactive Lecture Demonstrations: Active Learning in Large Lectures”. Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. An active learning environment is often difficult to achieve in large lecture sessions. This presentation will demonstrate the use of sequences of microcomputer-based interactive lecture demonstrations (ILDs) using real experiments and student interaction to create an active learning environment in large lecture classes. Interactive lecture demonstrations will be done in the area of energy, dynamics, and vectors using MBL motion and force probes and the Visualizer.® A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented
June
The Multimedia Physics Education Group of Photonics and Information Technology Institute at Chonbuk National University in Korea, including Keum-Hwi Lee (AsPEN Chairman) and Jin-Seung Kim (KPS Education Secretary & Publication Review Chair of UNESCO University Foundation Course in Physics), organized a Workshop on IT-based Physics Education, in sequel to the highly successful 2000 Seminar-Workshop.
Ronald K. Thornton, Priscilla Laws and David Sokoloff were among the invited speakers and presented MBL workshops with an Overview of Activity-Based Introductory Physics Programs; Tools for Scientific Thinking (TST); Workshop Physics (WP); RealTime Physics (RTP) and Interactive Lecture Demonstrations (ILD’s)
July
For many years we have observed students learning force and motion (mechanics) concepts in introductory physics labs that use guided discovery curricula (RealTime Physics) enabled by microcomputer based laboratory (MBL) tools. The students work in groups of three and the MBL software and hardware allow students to measure experimental results and display them in real time. Many previous studies using the FMCE show that most students (75 to 90%) learn force and motion concepts in these MBL laboratories. We have videotaped student groups over the entire semester. By carefully analyzing the behavior of these student trios, we have identified a characteristic set of behaviors for those who learned and those who did not. We are able to characterize student behavior as they progressively learn a concept. In addition, we observe the positive and negative effects that group dynamics can have on individual student conceptual learning. Videotaped examples will be shown and discussed.
August
November
1998
January
March
April
May
June
July
August
September
October
November
December
For more information contact the Center for Science and Math Teaching
| Tufts University Center for Science & Math Teaching 4 Colby Street Medford, MA 02155 |
(telephone)
617-627-2825 (Fax) 617-627-3253 mailto:csmt@tufts.edu http://ase.tufts.edu/csmt/ |