Increasing student science, technology, engineering and mathematics engagement through phyphox activities: Three practical examples

Marina Milner-Bolotin, Valery Milner
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Abstract

For decades, educators in science, technology, engineering and mathematics (STEM) have strived to break the vicious circle of student disengagement at both secondary and post-secondary levels. Despite the widespread availability of technologies like smartphones, STEM pedagogies have largely remained unchanged. Too often, students learn STEM theoretically with little hands-on experience or opportunities to engage in authentic, research-like activities. Modern smartphones can offer unprecedented opportunities for active STEM learning, but can also serve as distractors. Therefore, it is essential for teachers to acquire the pedagogical knowledge to harness these powerful tools effectively. This paper explores the potential of integrating smartphones into physics labs to enrich STEM learning. By leveraging smartphones' advanced capabilities for experimental design, data collection, and analysis, we have implemented a smartphone-enhanced pedagogical approach in secondary physics classes and province-wide Physics Olympics. We also implemented smartphone-enhanced STEM pedagogies in teacher education. Our initial pilot study has yielded promising outcomes: enhanced student engagement in physics and deeper conceptual understanding. To advance this initiative, we propose structured teacher mentorship and professional development, empowering STEM educators to seamlessly integrate smartphones into their teaching. By embracing these modern educational tools, adopting evidence-based pedagogical approaches, and supporting future and practicing educators we can make STEM learning more engaging and relevant for all students.

Abstract Image

通过磷光活动提高学生对科学、技术、工程和数学的参与:三个实际例子
几十年来,科学、技术、工程和数学(STEM)领域的教育工作者一直在努力打破学生在中学和高等教育阶段脱离学习的恶性循环。尽管智能手机等技术广泛普及,但STEM的教学方法在很大程度上保持不变。通常情况下,学生们在理论上学习STEM,却很少有实践经验或机会参与真正的、类似研究的活动。现代智能手机可以为主动学习STEM提供前所未有的机会,但也可能成为干扰。因此,教师必须掌握教学知识,才能有效地利用这些强大的工具。本文探讨了将智能手机整合到物理实验室以丰富STEM学习的潜力。通过利用智能手机在实验设计、数据收集和分析方面的先进功能,我们在中学物理课和全省物理奥林匹克中实施了一种智能手机增强的教学方法。我们还在教师教育中实施了基于智能手机的STEM教学法。我们最初的试点研究取得了可喜的成果:提高了学生对物理的参与度,加深了对概念的理解。为了推进这一举措,我们提出了结构化的教师指导和专业发展,使STEM教育工作者能够将智能手机无缝地整合到他们的教学中。通过采用这些现代教育工具,采用基于证据的教学方法,并支持未来和实践的教育工作者,我们可以使STEM学习对所有学生更具吸引力和相关性。
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