Tag archives: education
By Michael Banks
This year has been one of change for India. In May, some 800 million eligible voters went to the polls in an election that was won by the Bhartiya Janata Party. Led by Narendra Modi, the party went on to form a coalition government called the National Democratic Alliance.
Our Special Report, which you can read free online, kicks off by looking at how science is faring under Modi’s fledgling administration. Indeed, in September, Modi was personally on hand at the Indian Space Research Organisation (ISRO) to laud engineers who had just carefully manoeuvred the Mars Orbiter Mission into position around the red planet – a feat that announced India as a major player in space exploration.
Modi’s personal interest in ISRO will not only please the organization’s chairman K Radhakrishnan, who we interview for the report, but could also be seen as a sign that the new administration is serious about boosting science in the country.
By Tushna Commissariat
It’s been nearly two weeks since I spent three intense and interesting days in Sweden bundled into a classroom with other journalists and scientists to polish up our knowledge of all things quantum. Since attending the NORDITA science-writing workshop, I have spent a lot of time thinking about one of the main themes of the meeting: “What is the best way to communicate quantum physics to the public?”
By Matin Durrani
Chad Orzel writes one of the most active and longest running science blogs on the net, having posted the first entry on his blog Uncertain Principles back in June 2002. A physicist at Union College in Schenectady, New York, he’s also written two popular-science books, based on the cute premise of trying to teaching first quantum physics and then relativity to his dog.
So, a couple of months back, when we noticed that Orzel was coming to the UK, we decided to invite him to give a talk as part of the Bristol Festival of Ideas. Orzel kindly accepted our offer and last night saw him speak here at the offices of IOP Publishing, which publishes Physics World. The talk was entitled Eureka! Discovering Your Inner Scientist, which just happens to be the title of Chad’s next book. (And what’s wrong with a spot of self-publicity?)
By Margaret Harris
I’ve been mulling over this topic for a while, but a pair of blog posts this week has finally prompted me to write about it. One of them, entitled “Why I won’t be studying physics at A-level” appeared yesterday in the education section of the Guardian newspaper. In it, the anonymous female author lists a number of reasons why she is leaving physics, including a lack of female teachers and an “uninspiring” GCSE physics syllabus that “seemed out of touch compared with the stem cells and glucoregulation we were studying in biology”. There’s plenty to debate there already, but to me, the following paragraph was the most striking:
“I don’t dislike physics; neither do I find it boring or particularly difficult. But I do enjoy my other subjects more, so when it came to choosing between physics and geography for my fourth AS-level I opted for the latter. I thought it would be good to take a humanities subject to balance out the sciences.”
By Matin Durrani
I don’t know about you, but I look back rather nostalgically on the practical exams that I took as an 18 year old as part of my A-levels in physics and chemistry. At the time, I wasn’t looking forward to them at all – they lasted three hours each and there was always the very large possibility of completely mucking up your experiment and/or dropping all your samples on the floor.
Although I’ve forgotten everything about my physics practical exam, the chemistry practical still sticks out in my mind. I remember making some needle-like crystals that, through amazing good fortune, turned out really well – certainly far better than the watery mush I’d created in my mock exams. So when I walked over to the other side of the lab to measure the temperature at which the crystals melted, they did so over a really narrow range – and presumably at the “correct” temperature too.
By James Dacey
I’ve written a few times recently about the rise of massive open online courses, or “MOOCs” for short. If this trend in education has so far passed you by, MOOCs are online courses generally offered free of charge by some of the leading universities in the world. For example, Massachusetts Institute of Technology offers courses in classical mechanics and electricity & magnetism, and the University of Edinburgh has recently launched a course about the discovery of the Higgs boson.
MOOCs tend to combine video lectures with assignments such as problem sets and extended projects. In many ways, the course formats mirror or complement traditional classroom-based education, incorporating features such as forums where students can discuss the course content amongst themselves. Some of the science courses even include online “practicals” by way of virtual laboratories. But despite the proliferation of MOOCs in the past few years, very little research has been carried out on the way that students are actually engaging with the courses.
Now, a group of researchers in the US has done the first relatively detailed study of student behaviour in the MOOCosphere. The study is described in a paper published on the arXiv preprint server with lead author Ashton Anderson, a computer scientist at Stanford University. Anderson and his team examined the behaviour of the student population in courses offered by Stanford through Coursera, one of the major MOOC providers. The courses were on the topics of machine learning and probabilistic graphical models. After reading the study, it seems to me that the “take away” message is that MOOC students have many different motivations for taking these courses and as a result they behave in an assortment of ways, distinct from classrooms in the real world.
By Matin Durrani
“Ever heard a child say ‘Yeah, I get it!’? Well, if you do, they’re lying. They’re only saying those words because you’re boring them and they don’t want to listen any more.”
That’s not me telling you – it’s Fran Scott, a BBC science presenter who has spent the last nine years involved in informal children’s science education, most recently working for Children’s BBC and BBC Learning.
By Matin Durrani
With all the talk yesterday of evidence for inflation and signs of primoridal gravitational waves imprinted on the cosmic microwave background, many non-physicists (and probably quite a few physicists too) might have been left scratching their heads at the implications of the findings obtained by the BICEP2 experiment at the South Pole.
Unfortunately, there’s no getting away from the fact that many concepts in physics are hard and that cutting-edge experiments are incredible feats of technical endeavour. We can, though, all take solace from the fact that physicists at the frontiers of research have often spent decades living and breathing their subjects, which means they know the basics of their own field far better than anyone else.
By Matin Durrani
If there’s one thing that unites pretty much all of us who like physics, it’s that we’ve all sat through physics classes at some point in our lives. We all know teachers and lecturers who’ve been brilliant and inspired us, but equally we’ve all sat through classes that have quite frankly bored us out of our pants.
In the March 2014 issue of Physics World – a PDF copy of which you can download free of charge – we offer a snapshot of just some of the many innovative ideas that exist for learning and teaching physics. It’s not an exhaustive selection, but includes topics that we felt were interesting or novel.
So, download the issue to find out about the huge growth of “massive open online courses”, or MOOCs, in which universities make their lectures freely available in video form on the Internet, and discover Philip Moriarty’s behind-the-scenes experiences as one of the stars of the Sixty Symbols series of YouTube science videos.
Elsewhere, check out the great feature by BBC science presenter Fran Scott, who reveals her four golden rules for engaging children with science, and discover the importance of helping children develop computer-programming skills from an early age. Don’t miss out either on Eugenia Etkina and Gorazd Planinšič’s article on the implications for teachers of the fact that learning involves physical changes in the brain.
By Matin Durrani and Louise Mayor
Commissioned by Physics World for the March 2014 education special issue, which examines new ways to teach and learn physics, this colourful image is based on a lecture by Richard Feynman called “The Great Conservation Principles”. It is one of seven Messenger Lectures that the great physicist gave at Cornell University in the US exactly 50 years ago, a video of which can be watched here or in the digital version of Physics World.
The drawing’s creator is professional “science doodler” Perrin Ireland – science communications specialist at the Natural Resources Defense Council in the US – who describes herself as “a learner who needs to visualize concepts in order to understand them”. For people like Ireland, thinking visually or in a story-like way helps them to recall facts and explanations, which can come in very useful when trying to learn something new.
So to find out what science doodling could bring to physics, we invited Ireland to watch Feynman’s 1964 lecture and create a drawing for us – the picture above being the result. Half a century after his lecture, Feynman remains an iconic figure in physics and although we’ll never know what he would have made of Ireland’s doodle, our bet is he would have been amused.