http://weelookang.blogspot.sg/2012/10/2nd-physics-education-seminar-pes.html

Briefing Document: Open Educational Resources / Open Source Physics @ Singapore

Date: October 26, 2023 Prepared By: Bard Subject: Analysis of "20130531 2nd Physics Education Seminar (PES) - Open Educational Resources / Open Source Physics @ Singapore" and Related Resources

1. Executive Summary:

This document summarizes the activities, resources, and underlying philosophy behind the Open Educational Resources / Open Source Physics (OER/OSP) initiative in Singapore, primarily as evidenced in the provided log. The focus is on leveraging technology, particularly simulations, to enhance physics education. Key themes include blended learning, the TSOI instructional model, the use of Easy Java/JavaScript Simulations (EJS/EJSS), and a strong emphasis on inquiry-based learning and conceptual understanding. The initiative involves a broad community of educators, researchers, and institutions.

2. Key Themes and Ideas:

• Blended Learning as a Core Pedagogy: The document highlights a strong commitment to blended learning approaches, particularly as a necessity for "21st century teaching". The "TSOI Hybrid Learning Model" is specifically mentioned as a suitable ICT-based pedagogical model grounded in constructivism and connectivism. This implies a move away from purely traditional teaching methods and towards a more integrated approach incorporating technology. The 2013 Physics Education Seminar (PES) presentation title, "The Blended Approach for 21st Century Teaching," further reinforces this.
• Quote: "This presentation traces the importance of pedagogical content knowledge in the digital age to prepare today’s students for the 21st century. It highlights the need for ICT-based pedagogical models that are grounded in both the learning theories of constructivism and connectivism."
• Technology-Driven Learning with Simulations: A significant portion of the document is devoted to showcasing various simulations created using EJS/EJSS. These simulations cover a wide range of physics concepts, from mechanics (e.g., falling magnet, projectile motion, collisions) to electromagnetism (e.g., AC generator, magnetic fields) and optics (e.g., lenses, diffraction). There's evidence of a concerted effort to translate these simulations into HTML5/JavaScript for broader accessibility. The simulations are often cited alongside associated worksheets, suggesting integration into lesson plans.
• Quote: Many of the entries refer to the use of "Easy Java/JavaScript Simulations" to create interactive models for physics concepts. Examples include "EJS Open Source Alternating Current Generator Model," "Falling Magnet through coil simulation," and numerous "Tracker" models for dynamics.
• Open Educational Resources and Open Source Philosophy: The document is titled "Open Educational Resources / Open Source Physics @ Singapore", which signifies a commitment to freely sharing educational materials. The use of open source tools (like EJS/EJSS), and the licensing of the content under Creative Commons (Attribution-Share Alike 4.0) clearly indicates a desire for the widespread use and adaptation of these resources.
• Focus on Inquiry and Conceptual Understanding: The utilization of simulations, often coupled with video analysis (e.g., using Tracker software), and model building, suggests an inquiry-based learning approach. This approach aims to help students build a deeper conceptual understanding of physics principles rather than rote memorization. The various "Tracker" examples also emphasize the collection of real world data as a key part of the learning process.
• Quote: Mentions of "Becoming Scientists Through Video Analysis" and "USING TRACKER AS A MODEL-BUILDING PEDAGOGICAL TOOL"
• Community of Practice: The mention of workshops, seminars, and collaborations (e.g., with NUS High School, Institute of Physics, Centre for Quantum Technologies) highlights a strong community of educators and researchers involved in this initiative. This community is actively sharing resources, conducting professional development, and collaborating on simulation development. Many entries are tagged with a '👨‍🏫' denoting they were a sharing of knowledge by a teacher.
• Use of Various Tools and Platforms: The document mentions various tools and platforms, including:
• EJS/EJSS (Easy Java/JavaScript Simulations): The core tool for simulation development.
• Tracker: Software for video analysis and model building.
• SLS Authoring Co-Pilot and DeepSeek AI: Indicating a desire to experiment with newer technology for quiz generation and blended learning.
• Desmos: A modeling tool.
• Pixlr: A photo editor
• wRiteFormula: An app for learning chemistry
• Wide Range of Topics and Levels: The resource log spans a diverse range of topics in physics and mathematics, at various educational levels. There are simulations and models appropriate for primary school all the way to Junior College level. This indicates the breadth and depth of the resources developed by this community.
• Recognition of Excellence: The document also makes mention of awards that the project has won, including a "Ministry of Education Service Excellence Award" and "Public Service 21 ExCEL Awards Best Ideator", showing that the project and its impact are being recognised on an institutional level.

3. Important Facts and Resources:

• 2nd Physics Education Seminar (PES): Held on June 3, 2013, focused on blended learning and the TSOI model, with presentations by Dr Charles Chew and Mr Wee Loo Kang.
• Organizers: Tan Kian Chuan (NUS High School) and Poh Boon Hor.
• EJS/EJSS Simulations: Many downloadable simulations (Java applets and JavaScript/HTML5 versions) are available via Dropbox links.
• Worksheets: Accompanying worksheets for some of the simulations, suggesting how they are meant to be used in instruction.
• Variety of Topics: Physics (Mechanics, Electromagnetism, Optics, Thermodynamics), Mathematics, and Chemistry.

4. Potential Implications:

• Enhanced Physics Learning: This initiative has the potential to significantly enhance physics learning by making interactive, accessible simulations available to students and educators.
• Shift in Pedagogy: It promotes a shift towards more student-centered, inquiry-based learning and a greater use of technology in instruction.
• Community Impact: It highlights the importance of a strong community of practice to support innovation and resource sharing.
• Further Development: There is evidence of a continuous development of new simulations and learning resources.

5. Conclusion:

The "Open Educational Resources / Open Source Physics @ Singapore" initiative is a comprehensive effort to improve physics education through the use of technology, open resources, and a commitment to effective pedagogical models. The emphasis on simulations, blended learning, and inquiry-based learning indicates a forward-thinking approach to physics instruction. The resources created and the community involved represent a valuable asset for physics education in Singapore.

2nd Physics Education Seminar (PES)

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update:

http://pes2013.quantumlah.org/img/PES2013_flyer.pdf The  blended approach for 21st century teaching

slide 1 prepared by charles

TSOI instructional model for blending learning

example of use of TSOI for falling magnet, supported by real equipment and computer models.

 

http://weelookang.blogspot.sg/2010/06/ejs-open-source-alternating-current.html Ejs Open Source Alternating Current Generator Model Java Applet ( AC Generator ) author: fu-kwun hwang and lookang  https://dl.dropboxusercontent.com/u/44365627/lookangEJSworkspace/export/ejs_users_sgeducation_lookang_ACgenerator07.jar

http://weelookang.blogspot.sg/2013/03/falling-magnet-through-coil-simulation.html falling magnet through coil simulation. https://dl.dropbox.com/u/44365627/lookangEJSworkspace/export/ejs_FallingMagnet11_4.3.0.jar author: paco, lookang,and engrg1 worksheets by (lead) AJC: https://www.dropbox.com/s/a38tmxslprzmtkw/FallingMagnetAJC.zip RVHS: https://www.dropbox.com/s/siievhgeyihyxn8/FallingMagnetRVHS.zip RVHS: https://www.dropbox.com/s/ljnxqabi2gdgprd/FallingMagnetRVHS2013.zip SRJC: https://www.dropbox.com/s/0t2upmmlu0ltfoh/FallingMagnetSRJC.zip SRJC: https://www.dropbox.com/s/kbr5r06ba1i0wlv/FallingMagnetSRJC2013.zip

2nd Physics Education Seminar (PES)

potential applet used in the workshop sharing

Introduction:The PES is a biennial event jointly organized by NUS High School of Math & Science, Institute of Physics (Singapore), Centre for Quantum Technologies (CQT) and supported by Ministry of Education, Singapore. The inaugural conference in 2011 was well-received by physics educators and school administrators. The scientists, engineers and industry leaders gathered for the conference contributed a broad range of perspectives and insights on issues such as students’ interest in physics and the importance of physics education in higher learning and industry.
Date: June 3, 2013
Time: 9:30amTitle:
The Blended Approach for 21st Century Teaching
Abstract:
This presentation traces the importance of pedagogical content knowledge in the digital age to prepare today’s students for the 21st century. It highlights the need for ICT-based pedagogical models that are grounded in both the learning theories of constructivism and connectivism. One such suitable ICT-based pedagogical model is the TSOI Hybrid Learning Model. By means of a physics blended learning exemplar based on the TSOI Hybrid Learning Model, it argues for the use of blended learning approach as the way forward for 21st century teaching.
Presenters:
Dr Charles Chew is currently the Principal Master Physics Teacher with the Academy of Singapore Teachers.Mr Wee Loo Kang is currently a Senior Specialist, Media Design & Technologies for Learning Branch, Education Technology Division
http://pes2013.quantumlah.org/speakers.php#WeeLooKang

http://pes2013.quantumlah.org/speakers.php#WeeLooKang

Organiser: Tan Kian Chuan nhstkc@nus.edu.sg Head, Physics & Engineering Department :: NUS High School of Mathematics & Science :: 20 Clementi Ave 1, Singapore 129957 :: www.highsch.nus.edu.sg (W)
Poh Boon Hor nhspbh@nus.edu.sg  Assistant Head (Physics & Engineering Department)

 

Reference:
http://pes2013.quantumlah.org/img/PES2013_flyer.pdf
http://www.highsch.nus.edu.sg/PES2011/index.htmlphoto gallery:

 

intro by Hang Kim Hoo

opening address by wong siew hoong! awesome stories to share about education.

physicists role in industry, by a knowledge guy.

entertaining talk by greg dick.

 

entertaining talk by greg dick.

intro by andrea, our speakers assistant

our room for physics pedagogy talk

 

using  my personal real life stories to tell, who is interested in boring knowledge?

 

part 1:

1     1   1     1           1   1   1   1       1   1

part 3:

part 3:

part 3:

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token 8G thumbdrive, nice!

charles and lawrence. speakers of blended learning

charles and lawrence. speakers of blended learning

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charles and lawrence. speakers of blended learning

charles and lawrence. speakers of blended learning

brotherhood of physics education :)

 

thanks to the physics lab tech at nie for taking the photo

 

 

 

thanks to the physics lab tech at nie for taking the photo

thanks to the physics lab tech at nie for taking the photo

thanks to the physics lab tech at nie for taking the photo

FAQ: Physics Education and Open Educational Resources in Singapore

1. What is the Physics Education Seminar (PES) and what is its main focus?
2. The Physics Education Seminar (PES) is a biennial event in Singapore, jointly organized by NUS High School of Math & Science, the Institute of Physics (Singapore), and the Centre for Quantum Technologies (CQT), with support from the Ministry of Education, Singapore. It brings together physics educators, scientists, engineers, and industry leaders to discuss issues related to physics education, student interest in the subject, and the importance of physics in higher learning and industry. A key focus is on exploring innovative teaching methods and integrating technology into physics instruction.
3. What is the TSOI Hybrid Learning Model and why is it considered important?
4. The TSOI Hybrid Learning Model is an ICT-based pedagogical model that blends both constructivism and connectivism learning theories. It emphasizes a blended approach to learning, integrating face-to-face instruction with online and digital resources. It is considered important as it aims to effectively prepare students for the 21st century by leveraging digital tools and promoting student-centered learning experiences. The model is seen as the way forward for teaching in the digital age.
5. What are Open Educational Resources (OER) and Open Source Physics (OSP) and how are they being used in Singapore?
6. Open Educational Resources (OER) are freely accessible, openly licensed educational materials that can be used, adapted, and shared. Open Source Physics (OSP) specifically refers to using open-source software and simulations in physics education. In Singapore, OER and OSP are being actively promoted to enhance physics teaching and learning by providing educators and students with free and adaptable resources. These resources include interactive simulations, applets, and modeling tools which encourage hands-on, inquiry-based learning.
7. What kind of digital tools and simulations are being used in physics education in Singapore?
8. A wide variety of digital tools and simulations are being used, including Easy Java/JavaScript Simulations (EJS/EJSS), Tracker video analysis software, and HTML5 applets. These tools are used to create interactive models of physics concepts such as mechanics, electromagnetism, optics, and thermodynamics. These simulations often use real-world data and allow students to visualize complex phenomena, manipulate variables, and understand the underlying physics in a more concrete and engaging way. These tools are used to help teach both physics and math.
9. How are these digital resources incorporated into classroom teaching and what are the benefits?
10. Digital resources are incorporated into classroom teaching through a blended approach that combines traditional instruction with interactive simulations and online activities. The resources allow for visualization of abstract concepts, model-building, data analysis, and exploration. Some of the benefits are increased student engagement, opportunities for personalized learning, enhanced critical thinking skills, and the development of a deeper understanding of physics concepts. Students are able to learn via hands-on exploration, inquiry and problem-based approaches.
11. What is the role of teacher development in the context of using these new educational technologies?
12. Teacher development is crucial for the successful implementation of new educational technologies. Teachers require training and support to effectively use tools such as EJS/EJSS and Tracker, and to integrate them into their teaching practices. Professional development programs, workshops, and sharing sessions are organized to equip teachers with the necessary skills and knowledge. Teacher learning communities are formed to provide support for the implementation of Open Source Physics for conceptual instruction.
13. How are real-world applications and modeling incorporated into physics lessons?
14. Real-world applications and modeling are incorporated into physics lessons through simulations and data analysis tools. For example, Tracker is used to analyze videos of real-world phenomena, such as the motion of a falling magnet or a bouncing ball. These approaches connect theoretical concepts to practical experiences, making the learning more relevant and engaging, demonstrating how physics is used in industry and daily life. Simulations allow students to tweak parameters to see results, making predictions based on physics and evaluating their accuracy.
15. What is the emphasis on inquiry-based learning and how is it facilitated by technology?
16. Inquiry-based learning is a central tenet of modern physics education. Technology facilitates inquiry-based learning by allowing students to explore physics concepts through interactive simulations and virtual labs. These tools enable students to formulate their own questions, design experiments, collect and analyze data, and draw conclusions based on their own explorations. They provide a platform for students to develop critical thinking, problem-solving, and scientific reasoning skills.