Enhancing the learning environment using classroom response systems

Classroom response systems (CRS) offer a management tool for engaging students in the classroom. These systems have been used in a variety of fields and at all levels of education. Typical goals of CRS questions are discussed, as well as the advantages to both students and instructors as a result of using them. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. But the efficacy of using these systems depends strongly on the quality of the questions used. The integration of a CRS in an introductory physics module is discussed along with examples of questions used and the student assessment carried out

Inquiry approaches in physics education

Despite EU recommendations over a decade ago that inquiry-based learning is an effective strategy for learning science, this method is still uncommon in European schools. Teachers express doubts about the feasibility and effectiveness of inquiry-based learning and a lack of understanding of how to use inquiry approaches in their classrooms. This chapter presents an overview of inquiry-based learning and discusses how an inquiry approach can be utilised to develop both student and teacher learning in physics. An inquiry approach that involves teachers conducting their own practitioner inquiry in the context of inquiry-based learning in physics is recommended

Structural investigations of metal and semiconductor interfaces

Two contrasting studies of metal and semiconductor interfaces are presented. The first study examines the coverage dependent structural transitions of Sn/Cu{100} examined by Low Energy Electron Diffraction (LEED), Auger Electron Spectroscopy (AES) and Temperature Programmed Desorption (TPD). A model consistent with both the Sn surface coverage and the complex split beam LEED pattern observed is suggested for the low coverage (0sn = 0.21ML) ordered phase, based on a p(2x2) structure with light antiphase domain walls. For the higher coverage phases, rotated domain p(2x6) (0sn = 0.37ML) and p(3V2xV2)R45° (9sn = 0.50ML) structures are observed. Double scattering simulations based on c(2x2) local periodicity are presented for these phases. The possibility of surface alloy versus overlayer models is discussed. The monolayer phase (0sn = 0.625ML) appears to involve de-alloying of the c(2x2) mixed layer to form an ordered Sn overlayer above Cu{ 100}. In the second investigation the initial stages of formation of the Ge/GaAs(001) interface are studied by Normal Incidence X-Ray Standing Wave Spectroscopy (NIXSW) and Core Level Photoelectron Spectroscopy (PES). After submonolayer deposition of Ge onto the As-rich GaAs(001)-(2x4) surface and annealing to 875K, a sharp (1x2) LEED pattern is observed which is attributed to Ge-Ga dimerization along the [1 1 0 ] direction. This is explained by oudiffusion of the first layer arsenic atoms and the germanium dimerizing with the second layer gallium atoms. A model based on the formation o f Ge- Ga dimers is presented based on the NIXSW and PES results. As the thickness of the Ge overlayer is increased beyond 4ML, additional weak fractional-order spots from a (2x1) reconstruction appear. From about 6ML coverage an equal intensity double domain (lx2)+(2xl) pattern is observed which is attributed to Ge-Ge dimerization as found on elemental Ge(100)

Development of interactive and remote learning instruments for engineering education

Many educators have argued for and against the use of remote aids in support of student learning. Some proponents argue that only remote laboratories should be used whereas others argue for the requirement for hands on experience with associated tactical, visual and auditory learning experiences. In this paper we present the methodology for developing a middle ground Virtual Instruments that can be used as a complement learning aid to the hands on laboratory and also if necessary, with added features, can be used as a remote version of the laboratory

Towards a framework for STEAM education in Youthreach in Ireland: building on stakeholder perspectives

STEAM education is a pedagogical approach that merges science, technology, engineering, arts and mathematics and aims to develop learner knowledge, skills/life skills and attitudes, while promoting engagement. It can be particularly relevant in alternative education provision settings, such as the Youthreach programme for early school leavers, in Ireland. This research is based on the implementation of a two-year project “Full STEAM ahead: A partnership approach to STEAM in Youthreach”. This paper presents the approach adopted to design a Framework for STEAM Education in Youthreach, developed in light of current literature and through co-creation between researchers and stakeholders, over the first year of the project. Stakeholder viewpoints were gathered through interviews, then analysed through qualitative content analysis. This involved comparing interview transcripts to a pre-determined coding frame based on the Framework for STEAM Education in Youthreach. The Framework identifies STEAM; STEAM learning outcomes; STEAM session supports; and STEAM assessment. The proposed Framework is informed by the innovative and emerging field of literature in STEAM education and the important role that STEAM education can play within Youthreach alternative education provision in Ireland

Addressing transition issues in mathematics and physics through practitioner inquiry

This study reports on the implementation of a teacher professional learning programme designed to develop teachers’ competencies in designing rich tasks that support student learning across transitions in mathematics and physics. Primary and secondary teachers were supported to conduct their own Practitioner Inquiry (PI) and design and implement rich tasks in their classrooms. This study reflects on the experiences of four teachers of mathematics and physics who collaborated as part of a professional learning community over a nine-month period. The findings of this study were identified from analysing teachers’ reflections on their experiences of designing and implementing rich tasks in their classrooms and examining the impact of these tasks on their students’ learning through practitioner inquiry. Examples of rich tasks prepared by teachers will be discussed along with the challenges identified by teachers in carrying out practitioner inquiry and designing appropriate rich tasks

Developing second level students’ understanding of the inverse square law and electric fields

There are specific mathematical tools involved in building an accurate model of introductory electric field theory. Algebra operations, vectors, field lines, proportional reasoning and the inverse square law are all integral parts of gaining a complete understanding of an electric field. In this paper we present a small body of research, taken from a case study with a group of 14 upper second level students, in which they developed their understanding of the inverse square law, using a pre-test-tutorial-post-test tutorial lesson model. Students struggle to understand the inverse square law unless they are repeatedly exposed to it. Using the context of intensity, our students develop their understanding of the inverse square law using a variety of representational forms, such as diagrammatic, tabular / graphical and calculations using formulae. Using our pretest and post-test results, our students showed gains in their reasoning used to explain the variation of intensity when an object is moved various distances from a source, which we attribute to their reasoning developed in the tutorial lessons. Additionally, students completed quantitative problems involving the inverse square law in the context of Newton’s gravitational law. Six weeks after the completion of the inverse square tutorial, our students completed a tutorial lesson, in which they applied their understanding of the inverse square law to Coulomb’s law and the electric field. Our results show that our students could apply the inverse square law to these contexts when guided, but some difficulties still remained, such as proportional reduction / increase based on variation of the distance, and transfer between representations, such as algebraic to graphi

STEM education in schools: What can we learn from the research?

This report (Report #1) is as part of an Erasmus+ project entitled Assessment of Transversal Skills in STEM (ATS STEM), an innovative policy experimentation project being conducted across eight European Union countries through a partnership of 12 educational institutions. STEM education is a priority for all of the ATS STEM partners and each country/region is already engaged in implementing specific policy actions to promote the development of STEM knowledge and competences across their school sectors. The purpose of this first report is to provide a strong theoretical and research foundation regarding STEM Education, with particular respect to schools. The report aims to present examples of how STEM education has been defined and implemented in school curricula and how digital assessment of transversal skills and competences has been carried out

Towards the ATS STEM conceptual framework

This report (Report #5) was written as part of a research project titled, Assessment of Transversal Skills in STEM (ATS STEM). The project is funded by Erasmus+ (Call reference: EACEA/28/2017 - European policy experimentations in the fields of Education and Training, and Youth led by high-level public authorities). The development of the ideas, concepts and understandings presented in this final report is visually synthesised in Towards the ATS STEM Conceptual Framework. Towards the ATS STEM Conceptual Framework aims to inform the classroom practices of integrated STEM education topics and their assessment. Educators can benefit from such a conceptual framework encapsulating the key ideas from the literature and that helps to inform their understanding and subsequent classroom practice