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

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   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…

2. Proche Pas pertinent

   Lessons Learned from Integrating Generative AI into an Introductory Undergraduate Astronomy Course at Harvard

   Christopher W. Stubbs, Dongpeng Huang, Jungyoon Koh et al. · 2026 · Enseignement de la physique · Résumé IA disponible

   Résumé scientifique

   We describe our efforts to fully integrate generative artificial intelligence (GAI) into an introductory undergraduate astronomy course. Ordered by student perception of utility, GAI was used in instructional Python notebooks, in a subset of assignments, for student presentation preparations, and as a participant (in conjunction with a RAG-encoded textbook) in a course Slack channel. Assignments were divided into GAI-encouraged and GAI-discouraged. We incentivized student mastery of the material through midterm and final exams in which electronics were not allowed. Student evaluations of the course showed no reduction compared to the non-GAI version from the previous year.

3. 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 …

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   Interactions between teaching assistants and students boost engagement in physics labs

   Jared B. Stang, Ido Roll · 2013 · Enseignement de la physique · Pas encore résumé

   Résumé scientifique

   Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement relates to learning. For the TAs, we record data to determine how they adhere to and deliver the lesson plan and how they interact with students during the lab. For the students, we use observations to record the level of student engagement and pre- and post-tests of lab skills to measure learning. We find that the frequency of TA-student interactions, especially those initiated by the TAs, is a positive and significant predictor of student engagement. Interes…

5. 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…

6. 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…

7. Apparenté Pas pertinent

   Using technology of augmented reality in a mobile-based learning environment of the higher educational institution

   Yevhenii O. Modlo, Yuliia V. Yechkalo, Serhiy O. Semerikov et al. · 2018 · Naukovi zapysky, Seriia: Problemy metodyky fizyko-matematychnoi i tekhnolohichnoi osvity 11 (2017) 93-100 · Résumé IA disponible

   Résumé scientifique

   The definition of the augmented reality concept is based on the analysis of scientific publications. It is noted that online experiments with augmented reality provide students with the opportunity to observe and describe the operation with real systems by changing their parameters, and also partially replace experimental installations with objects of augmented reality. The scheme for realizing the augmented reality is considered. The possibilities of working with augmented reality objects in teaching physics is highlighted. It is indicated that the use of the augmented reality tools allows to increase the realness of the research; provides emotional and cognitive experience, helps attract s…

8. 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…