How Peripheral Interactive Systems Can Support Teachers with Differentiated Instruction: Using FireFlies as a Probe

Classés selon la proximité de leur titre et de leur résumé avec ceux de cet article. Sélectionnez-en pour les lire ensemble.

Les articles les plus proches

1. Apparenté Pas pertinent

   Blended learning: A data-literate science teacher is a better teacher

   Jozef Hanč, Dominik Borovský, Martina Hančová · 2023 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   The COVID-19 pandemic has underscored the importance of blended learning in contemporary physics and, more generally, STEM education. In this contribution, we summarize current pedagogical models of blended learning, such as rotational and flexible non-rotational models, and customizable configurations of physical and virtual learning spaces. With the inevitable integration of digital technology as one of the pillars of blended learning, teachers find themselves in an unprecedented position to not only obtain data more frequently but also analyze it and adjust instruction accordingly. Consequently, we discuss a crucial element of blended learning effectiveness: data management and usage. In …

2. Apparenté Pas pertinent

   Developing a custom GPT based on Inquiry Based Learning for Physics Teachers

   Dimitrios Gousopoulos · 2024 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   Generative Artificial Intelligence (GenAI) has emerged as a valuable assistant in many fields such as marketing, finance, project management, and education. In education, many GenAI tools have been developed to aid teachers in preparing proper educational material and offering personalized learning to their students, tailored to their educational needs. In this paper, we present a custom GPT (IBL Educator GPT) that is designed and developed based on Inquiry-based Learning and offers physics teachers a framework in which they can interact with ChatGPT and design educational strategies. The utilization of the IBL Educator GPT has led to an improvement in teachers' perspectives regarding the ad…

3. Apparenté Pas pertinent

   Building Bridges: AI Custom Chatbots as Mediators between Mathematics and Physics

   Julia Lademann, Jannik Henze, Sebastian Becker-Genschow · 2024 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   This work explores the integration of AI custom chatbots in educational settings, with a particular focus on their applicability in the context of mathematics and physics. In view of the increasing deployment of AI tools such as ChatGPT in educational contexts, the present study examines their potential as personalized tutoring systems. The study assesses the impact of AI-generated learning materials on the learning experiences and performance of sixth-grade students, with a particular focus on proportional relationships in mathematical and physical contexts. The randomized controlled study with N = 214 students compared traditional textbook materials with explanations generated by a custom …

4. Apparenté Pas pertinent

   Cooperative Problem Solving: an experience of high-school teaching updating

   Carlo Maria Carbonaro, Alessia Zurru, Viviana Fanti et al. · 2020 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   We present the results of an experience of teaching updating dispensed to Italian high-school physics teachers to promote the application of the Cooperative Problem Solving method as an useful strategy to improve physics learning at high-school level and to foster the development of problem solving skills. Beside analysing the method and discussing the ways to propose and apply it in a high-school context, the teachers experienced the method acting both as learners and as tutors of student group learners. Students and teachers evaluated as positive the experience, mainly focusing on cooperation within the group by information exchange and the application of a solution scheme. The ex-post ana…

5. Apparenté Pas pertinent

   Learning-focuses in physics simulation learning situations

   Ake Ingerman, Cedric Linder, Delia Marshall · 2004 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   This is a report on a qualitative study of students' learning where a physics computer simulation session is used to supplement lectures on the topic. Drawing on phenomenography as the analytical framework, the students' learning-focuses were analysed. The result is a description of four distinctly different learning-focuses that emerged when the students involved in the study interacted with the computer simulations. These learning-focuses were then analysed in terms of the level of interaction, the nature of physics knowledge and views of learning experienced by the students. These results were then used to identify advantages and disadvantages of learning through interaction with simulati…

6. Apparenté Pas pertinent

   Incorporating microlearning videos, online exercises and assessments into introductory physics

   Ché Netzer, Alexander Mittelstädt · 2021 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   We report on the evolution of the largest physics course at the Technical University Berlin during the COVID-19 pandemic, which boosted the development of online learning content, electronic assessments, and, not at least, the reconceptualization of our teaching methods. By shifting to distance education, we created features that can be easily implemented and combined with any physics-type course at a university level. Thereby, we incidentally made introductory physics sustainably accessible to students having difficulties visiting the university. Besides our experiences gained on blended learning methods, we provide a guide to online exercises, microlearning videos, and e-assessments, inclu…

7. Apparenté Pas pertinent

   Beyond teaching methods: highlighting physics faculty's strengths and agency

   Linda E. Strubbe, Adrian M. Madsen, Sarah B. McKagan et al. · 2019 · Phys. Rev. Phys. Educ. Res. 16, 020105 (2020) · Pas encore résumé

   Résumé scientifique

   Much work in physics education research (PER) characterizes faculty teaching practice in terms of whether faculty use specific named PER-based teaching methods, either with fidelity or with adaptation; we call this research paradigm the "teaching-method-centered paradigm." However, most faculty do not frame their teaching in terms of which particular named methods they use, but rather in terms of their own ideas and values, suggesting that the teaching-method-centered paradigm misses key features of faculty teaching. These key features include the productive ideas that faculty have about student learning and faculty agency around teaching. We present three case studies of faculty talking abo…

8. Apparenté Pas pertinent

   Mobile devices as experimental tools in physics education: some historical and educational background

   Luis Darmendrail, Alice Gasparini, Andreas Müller · 2023 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   The present text provides a short, non-technical account of some historical and educational background and, based on this, of the rationale of the use of mobile devices in physics education.