APlusPhysics: a Great Resource for Physics Teachers

My CT showed me a website the other day called APlusPhysics. This website has a variety of useful tools, including video tutorials for all major topics. My CT said that he really likes to use these videos because the guy that makes them, Dan Fullerton, pretty much explains things the way he would. He is very good at breaking things down so that students can better understand them. His videos work great as a resource students can access from home while doing their homework.

Click here to see his website.

Using Computer Simulations to Enhance Science Learning

I think that using computer simulations to enhance learning in the classroom is a great idea! There are so many abstract concepts in the subject of Physics that students may sometimes become overwhelmed by all the critical abstract thinking that is necessary.

Computer simulations can bridge the gap between complex concepts and even more complex mathematical analysis of such concepts. Many of the simulations offered for Physics not only include a visual representation of the phenomena being explored but also a real-time graphical or quantitative measurement of what is going on in the representation (like Phet).

These kinds of simulations not only help solidify concepts and make students critical hypothetical thinkers, but they also help students make connections and understandings regarding mathematical calculations.

Computer Based Learning Activities: Use at Own Risk

Computer based learning can be great for teaching students about relationships between different variables, giving them both a real-world perspective on the content while also giving them detailed data set they can manipulate.

However, misuse of the technology could  be easy. Bell, Gess-Newsome, and Luft wrote, "probware should not be used merely to reduce the pressure to use more technology in your teaching" (2008, pg. 35). When given new technology to use, there are two ways a teacher can begin using it. 1. He could study the manuals, read up on websites describing how to use the technology, and test it all out before giving it to students, then modify any relevent lessons he finds, and 2. He could feel overwhelmed and unsure of how to properly use the technology and end up doing pre-made lessons straight out of the lab books just to use more technology.

Obviously, the former is preferred over the latter. The educated teacher using CBL activities would also make sure to use them only when educationally relevant and useful.

Bell, Gess-Newsome, and Luft also state their "Guidelines for  Best Practice," including the following (2008, pg. 35-36):

• Use the tool when it will give you the best data
• Use probware when finding a mathematical relationship among measured variables is desired
• Use probeware when short data collection time is an issue, and incorporate digital video when a view of the event with the data is essential for understanding of the phenomena

These are some very useful guidelines to help make sure you always use technology responsibly.


Reference:

Bell, R.L, Gess-Newsom, J., and Luft, J. (Eds.) (2008). Technology in the secondary science classroom. Arlington, VA: NSTA Press.