Physics Education in Canada

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Physics Education in Canada

• Tetyana Antimirova and Pedro Goldman
• Department of Physics,
• Faculty of Engineering, Architecture and Science
• Ryerson University
  
• 2008 OAPT
  Conference
• 22-24 May
  2008

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Welcome to Ryerson!
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Outline

• State of physics teaching
• What is PER and PER subfields
• Challenges of PEP in Canada due to current
  funding model and our efforts to change it
• Latest Canadian PER initiatives
• Physics Education at Ryerson
• Looking into the future

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Current State of Secondary Science Education in
Canada PISA 2006
Programme for International Student Assessment
(PISA) 57 countries took part in the
assessment. Canada came up 3rd! Only students
from Finland and Hong-Kong, China outperformed
Canadian students in science!
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PISA2006

• However, science performance is uneven among the
  Canadian provinces.
• Alberta is significantly better than any Canadian
  province, while Quebec, Ontario, and BC performed
  at the average level, and the rest of the
  provinces performed significantly below the
  Canadian average.

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Challenges for Postsecondary Education

• Increasing expectations for student engagement
  and satisfaction
• Meeting the needs caused by changing demographics

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Changing Demographics

• More people than ever before pursue
  post-secondary education
• Large Classes (100-200 students is a new norm,
  some classes are up to 1500 students)
• In Ontario younger population
• Too many distractions
• Many students are forced to work while going to
  school

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Trends

• The transition from high school to university is
  very painful for many students
• Many programs/universities report low graduation
  rates
• The success or failure during the first year is a
  good predictor of students future at the
  university
• Universities invest into lots of resources into
  first-year intervention to ease the transition
  (first-year offices, orientation courses,
  additional free tutoring, etc.) - but many of
  these measures are mostly subject non-specific
• Drastic differences between high school and
  university in study culture and expectations are
  not taken into account yet

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Ontario Statistics

• One out of 6 high school students takes grade 12
  physics course
• 95 of them pass the course
• Overall, much lower success rate is reported in
  the University introductory physics courses

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University Introductory Physics

• Even by conservative estimates
• Up to 30 of those who attempt introductory
  physics courses, drop these courses and take them
  later
• Up to 25-30 students fail introductory physics
  courses in their first attempt
• Minus 15 rule- For those who pass, the grade
  is lower by 15 on average

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Adjusting to University

• First Year Student Survey 2007 at Ryerson
• A lower percentage of respondents (64 in
  2007 compared to 78 in 2004), reported success
  with performing adequately in courses requiring
  mathematical skills

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General Population

• According to various estimates, only between 0.5
  and 2 of university population major in Physics
• Phobia of physics
• The rest
• Take required physics courses for
  engineering, pre- medical, other science programs
  or have no exposure to physics at all

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• The task of the physics teacher today is to
  figure
• out how to help a much larger fraction of the
• population understand how the world works, how to
• think logically, and how to evaluate science
• 
  Joe Redish

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• Teaching physics can be both inspirational and
  frustrating
• Joe Redish

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What is Physics Education Research (PER)? PER
Subfields

• Cognitive mechanism
• Curriculum and instruction
• Epistemology and attitudes
• Institutional change
• Problem solving and reasoning
• Research methods
• Socio-cultural mechanisms
• Student conceptions
• Teacher education and TA training
• Effective use of technology in teaching

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What Are We Concerned With?

• empirical investigations of student understanding
• modeling student learning
• PER-based curricular materials (development,
  testing, evaluation, implementation)
• PER-based diagnostic instruments and
  assessments-our research tools 

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Practicalities A four-step, Scientific Approach
to Teaching

• Establish what students should learn
• Scientifically measure what students are actually
  learning
• Adapt instructional methods and curriculum and
  incorporate effective use of technology and
  pedagogical research to achieve desired learning
  outcomes
• Share findings, disseminate and adopt what works
• Four-step approach from Carl
  Wieman Science Education Initiative (CWSEI)

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Tools Using Technology in Science Teaching

• Interactive engagement in large lectures
  (Clickers)
• Using live data collection (sensors and probes,
  LoggerPro) to provide students with the
  opportunity to test their ideas about science
• Using video-based motion analysis
• Using online computer simulations (PhET) in large
  lectures as well as in labs, tutorials and
  homework assignments
• Using online interactive homework systems, such
  as MasteringPhysics

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Evaluating Impact Action Research

• To know where we are going
• Monitoring introduced changes
• Pre- and post-instruction testing
• Use of standardized conceptual tests for
  measuring the impact

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Science Education Research Groups in Canada
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PER in Canada

• Unlike the USA, Europe, Australia and Latin
  America, there are only few Physics Education
  groups in Canada
• All PER initiatives in Canada happen despite the
  lack of PER funding on national and provincial
  levels
• These initiatives are initiated by individuals,
  small groups and some universities
• PER movement in Canada is building from the
  ground up!

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Science Education Funding in Canada
Sc. Ed.
22
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Current State of Science Education Funding in
Canada
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Latest Development Lobbying for Funding Model
Change

• Lobbying for joint committees of major Canadian
• granting agencies (NCERS, SSHRC and CIHR) to
  review
• grant applications in subject-based Science
  Education
• Research
• Currently the signatures are being collected in
  the
• support of the initiative of Dr. M.Milner-Bolotin
  and
• Dr. P.Walden.

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Looking Into the Future

• Physics Education Research (as any subject-based
  science education research) requires consistent
  funding for research and curriculum development
  and evaluation, preferably from national granting
  agencies
• Subject-based Science education research (PER in
  particular) should be centered at science
  departments
• Science (physics) departments should be involved
  in the training of science teachers

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Despite Current Obstacles A Few Canadian
Post-Secondary Science Education Initiatives

• University of British Columbia Carl Wieman
  Science Education Initiative (CWSEI) - 12
  million over 5 years, started January 2006.
  Funded by the University.
• University of Toronto Renovation of
  Undergraduate Physics Labs (studio-based physics
  teaching) - funded mainly by the University
• Alan Slavins work at Trent University on
  Students Achievements in Introductory Physics
  Courses

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A Few Canadian Post-Secondary Science Education
Initiatives (continued)

• Ryerson University Hired two tenure track
  physics education faculty at the Department of
  Physics the scope of our PER-related activities
  is growing
• Perimeter Institute initiatives
• Toronto District School Board (TDSB) involvement
  with PER
• University of Calgary Undergraduate Laboratory
  project funded by University, includes hiring
  postdoctoral researcher for PER-Latest
  development!

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Carl Wieman Science Education Initiative (CWSEI)

• University of British Columbia Carl Wieman
  Science Education Initiative (CWSEI)
• 12 million over 5 years, started January 2006.
  Funded by the University.
• Science Education in the 21st Century Using the
  Tools of Science to Teach Science
• Achieving the most effective, evidence-based
  science education

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Undergraduate Physics Labs at University of
Toronto

• Renovation of Undergraduate Physics Labs
  (studio-based physics teaching)
• 4.7 million
• State-of-the-art studio both space and equipment
• Merging laboratory and tutorials, while
  preserving lectures
• Impact study

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The Latest! Calgary Initiative

• Modernization of Undergraduate Physics Labs
• Includes hiring a postdoctoral researcher to
  conduct PER
• 2-year project funded by the University
• Impact study

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Ryerson Developments

• Ryerson University Hired two tenure track
  physics education faculty at the Department of
  Physics (2004 and 2007)
• Two more faculty members are involved in PER on a
  part-time basis
• The scope of our PER-related activities is
  increasing steadily

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TDSB Activities

• Conferences (for example, Eureka in November
  2007)
• Growing collaboration with Universities
• Involvement with OAPT, STAO
• Involvement with physics teachers training
• Teachers professional development

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Disclaimer

• This is rather a snapshot, not a comprehensive
  account of physics education in Canada
• Only relatively new developments and trends were
  mentioned
• We might be not aware of some of the initiatives
  taking place
• If you happen to know the groups that we did not
  mention, we would like to hear about them!

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Physics Education _at_ Ryerson
http//www.physics.ryerson.ca/ PROGRAMS ?BSc
in Medical Physics ?MSc in Biomedical
Physics ?Applied to OCGS for PhD in Biomedical
Physics ?Long-term goal MSc in Science
(Physics) Education
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Our Faculty

• 15 faculty members (10 in Medical Physics, 2 in
  Physics Education)
• Largest university-based Biomedical Physics group
  in Ontario
• Physics Education is designated as our second
  area of expansion (2 full-time and 2 part-time
  faculty members)
• We believe that we are the only Physics
  Department in Canada which hired tenure-track
  faculty for PER

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We Teach

• Introductory physics courses for over 800
  students in Engineering Programs
• Introductory physics courses for over 300
  students for Science Program (Medical Physics,
  Chemistry, Biology and Contemporary Science)
• Our typical undergraduate physics classes have
  lecture section between 100 and 200 students

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We Teach (continued)

• Advanced physics courses for our own
  undergraduate BSc program in Medical Physics
• Graduate courses for our graduate MSc program in
  Biomedical Physics
• Several elective courses for Liberal Arts Program
  (including very popular Astronomy course)
• Innovative Course for Architectural Science
  Program (new!)

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Bachelor of Science in Medical Physics at Ryerson
University

• A new Bachelor of Science in Medical Physics
  program at Ryerson University, Toronto, Ontario
  was launched in Fall 2006 (first intake of
  second-year students).
• Small at first, but very strong group of students
  will graduate after Winter 2009

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Bachelor of Science in Medical Physics Program at
Ryerson University

• Beyond first year courses include such topics as
  radiation therapy, image analysis, medical
  diagnostics and computer modeling techniques.
• In the final year the students undertake an
  independent, faculty-supervised thesis project in
  an area of personal research interest.

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Our Graduate Programs

• Master of Science in Biomedical Physics launched
  in Fall 2006
• Our own MSc. Students will graduate this summer
• Application for PhD program in Biomedical Physics
  is submitted to OCGS
• Tentative plans for Masters Program in Science
  Education (starting with Physics Education) fit
  well with the Universitys Academic plan

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Our PER-Related Activities

• Common theme the impact of new technologies on
• students learning
• Clickers
• Probe/sensor technologies for real-time data
  acquisition, Logger Pro
• Interactive computer simulations (PhET)
• On-line tutoring/homework systems (Mastering
  Physics)
• Video-based motion analysis
• Our Goal to implement activity-based,
  inquiry based learning in all our courses

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Personal Response Systems

• Our Department was instrumental in
  University-wide adoption of eInstruction clickers
  in Fall 2007
• Members of our Department piloted clickers in
  several Physics courses for Science program
  students in 2005-2006
• Currently clickers are used in several large
  enrollment physics courses for Sciences and
  Engineering programs

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Our Ongoing PER Activities

• Plans for total undergraduate lab renovations (we
  are still in a fundraising stage)
• Implementation of video-analysis assignments (in
  progress)
• Action research in our introductory Physics
  course for Science programs (pre- and post-
  testing)

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High School Physics Courses Experience and
Learning Outcomes in University Introductory
Physics Courses

• The common introductory physics course for all
  Science Programs (300 students) at Ryerson
  combines the students who took Ontario grade 12
  high school physics or its equivalent, and those
  who did not
• This natural split allowed us to probe how the
  previous exposure to high school physics
  influences the learning outcomes in the
  university introductory physics courses

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Science Programs Classat Ryerson

• 60 took grade 12 physics course or equivalent
• 40 did not
• We teach them in one class

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FALL 2007 Did you take high school physics?

• YES
• NO
• (self-identified)

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Our Conclusions

• Although there are huge variations in individual
  performance, statistically, the knowledge gap
  between the two groups (with and without high
  school physics background) does not shrink after
  the instruction.
• Course dropout rates are significantly higher
  among the students who did not take grade12
  physics or equivalent
• The high school exposure to sciences does matter!
• We must communicate this information to the
  students, parents, teachers and high school
  counselors

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Pilot study

• Impact of Student Major on their Achievement
• in Introductory Physics
• Implement pre- and post testing (FCI, FMCE)
• Implement Attitude Towards Science surveys

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Experiential Learning

• Dr. Marina Milner-Bolotin developed innovative
  course (PCS107) for first-year students
  Architectural and Building Science Program
• Dr. Carl Kumaradas will introduce
  project-based small-group learning in our
  second-year
• Introduction to Medical Physics course

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High School-University Transition

• Why to collaborate?
• Postsecondary and secondary education have
  similar goals to provide successful
  student-centered teaching and learning
• Face somewhat similar challenges
• Both systems can benefit from sharing experiences
  and exchanging ideas
• Help our students with smooth transition from
  high school to university

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Mutual University-High School Visits

• In Fall 2007 David Doucette visited my PCS120
  first year class for students enrolled in
  Sciences Programs
• I visited grade 11, grade 12 and advanced
  placement physics classes in Davids high school
  in Richmond Hills.
• University instructors can learn a lot from high
  school teachers group work, inquiry-based
  teaching and student-centered approach

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What We Can Offer

• To send our Faculty to your class to talk about
  Medical Physics and Biophysics
• To invite your high school classes for a site
  visit at Ryerson
• Once we get new teaching labs we will be able to
  provide workshops for teachers if needed

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Looking Into the Future

• PER movement is gaining momentum at all levels of
  educational system
• We hope there will be even more opportunities if
  the funding model problem gets solved
• The community of educators is ready for a change,
  but the institutional support is needed for
  consistent and sustainable changes

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Resources

• 1. Antimirova, T., M. Milner-Bolotin, et al.
  "Physics Education on the Move in Canada"
  Newsletter of the International Consortium on
  Physics Education (ICPE), Spring 2008.
• 2. Milner-Bolotin, M. and T. Antimirova
  (2007). "Physics Education in Canada Recent
  developments." Canadian Undergraduate Physics
  Journal VI(1) 28-29.

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IF YOU HAVE ANY QUESTIONS SUGGESTIONS
IDEAS Please feel free to contact us

• Phone [phone] x 17416
• Email antimiro_at_ryerson.ca
• Tetyana Antimirova
• Assistant Professor
• Assistant Chair for the
• Undergraduate Studies
• Department of Physics
• Ryerson University

• Phone [phone] x 16538
• Email goldman_at_ryerson.ca
• Pedro Goldman
• Professor and Chair
• Department of Physics
• Ryerson University

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• We would like to thank Marina Milner-Bolotin for
  providing some materials for this presentation.

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Thank you!