Conveners
(DPE/DGEP) M2-5 Teaching Introductory Physics | Enseigner l'introduction à la physique (DEP/DEGP)
- Ania Harlick (University of Toronto)
There has been noted concern regarding the retention, academic success, and motivation of students in STEM courses, especially physics. Many factors can impact students’ persistence in STEM courses, however students who do persist often find themselves underprepared for problem-solving within authentic settings. Problem solving is a highly valued 21st Century workforce skill in Canada...
What is most important for non-physics specialists to learn from an introductory physics course? How can course design and assessment support learning transferable skills, especially in large “lecture” classes? We will discuss preliminary results from a collaborative research-practice self-study partnership focusing on Sealfon’s implementation of learner-centered approaches in a 200-student...
Since the pandemic forced everything online, there have been rapid and significant changes to the way many of us have been teaching and learning. As more options for in-person activities become available again, we need to consider which elements of learning in the online environment benefit students and are worth keeping. Beginning in Fall 2020, we distributed anonymous online surveys (Fall...
Students who excel in mathematics and physics in high school often consider engineering or physics for university-level studies. But how do they make their choice? How can the education system better advise them to choose the career that is best for each one of them individually? We present results from a survey on how first-year university students choose between the physical sciences and...
