UPPSALA UNIVERSITY
THE DIGITAL TECHNOLOGIES OF PHYSICS EDUCATION RESEARCH PER
Elias Euler (elias.euler@physics.uu.se) Department of Physics and Astronomy, Uppsala University
Computer-Assisted Instruction
Sputnik launched
1959
First Micro-
processor Mindstorms
published
> Right_30
PhET Project started
First Personal
Computers World Wide
Web goes public Algodoo
created
Computer-Supported Collaborative Learning
PLATO Project established
Education 1966
Technology journal founded
1964 IBM releases
Coursewriter 1 for teachers to write CAI materials
Feurzeig & 1969
Papert begin work with new language, Logo
1962 Programmed Instruction published
FSU offers 1969
entirely computer- based introductory physics course
1971 CONDUIT established as a collection of
tutoring dialogs
Programming & Controllable Worlds
Contructivism/Constructionism Papert, diSessa, Redish, Wilson, White
Microcomputer-based Labs
1973-77
UK runs National Development
Programme in Computer Aided Learning
1998 First Physlets made
2015 iOLab 2.0 released by Macmillan
1978 Bork publishes on computers as environments for physical intuition
White publishes
about ThinkerTools MUPPET 1985
Project established
diSessa pub- 1988
lishes about p-prims and semiformalisms
1996 iClickers developed
Blum, R. & Bork, A. (1970) American Journal of Physics, 33(8), 959-970. https://doi.org/10.1119/1.1976549 Schwarz, G., Kromhout, O. M., & Edwards, S. (1969). Physics Today, 22(9), 41–49.
https://doi.org/10.1063/1.3035781
Skinner, B.F. (1958) Science, New Series, 128(3330), 969-977.
Koschmann (1996) In
CSCL: Theory and practice of an emerging paradigm.
Mahwah, NJ: Lawrence Erlbaum Associates.
Papert, S. (1980). Mindstorms: Children, computers and powerful ideas. New York, NY: Basic Books, Inc.
Wilson, J. M., & Redish, E. F. (1989). Physics Today, 42(1), 34–41. https://doi.org/10.1063/1.881202
Laws, P. W., Willis, M. C., & Sokoloff, D. R. (2015). The Physics Teacher, 53(7), 401–406. https://doi.org/10.1119/1.4931006 Volkwyn, T.S. (2019) Designs for Learning. 11(1), 16-29. https://doi.org/10.16993/dfl.118
Roschelle, J. & Teasley, S. (1995). in Computer Supported Collaborative Learning, Berlin, Heidelberg: Springer.
Stahl, G., Koschmann, T., & Suthers, D. D. (2006). in Cambridge Handbook of the Learning Sciences, 409–426 Gregorcic, B., & Haglund, J. (2018). Research in Science Education. https://doi.org/10.1007/s11165-018-9794-8
2004
1986 Workshop
Physics published
1990 Interactive White Boards developed
2018
Gregorcic & Haglund publish on conceptual blending in CSCL environments
2008 First MOOCs are held
12th International 2015
Conference on CSCL held in Gothenburg
Laws & Thornton each recieve FIPSE grants to develop MBLs;
Workshop Physics est.
1995 Roschelle & Teasely
publish about collaborative physics problem solving
in a computer-based environment
1987 2007
Touchscreen smartphones emerge
80 77
57 59 71 91 02 09
First Integrated Circuit
Following the launch of Sputnik in 1957, much of the Western world increased funding for curricu- lum development projects and some of these focused on how to incorporate computers into university physics classrooms. The advent of the integrated circuit and timesharing computers allowed for the development of software (’dialogs’) with which the computer could behave as an interactive textbook or artificially intelligent tutor. In this way, computers were hoped to act as expert teaching machines for the delivery of content to students in an individualized, efficient manner. Since timesharing was the predominant mode of computing, computing time and complexity was of great concern.
At the same time that researchers were investigating programming and controllable worlds, the advent of microprocessors also allowed researchers to develop small sensor equipment for use in physics laboratories. This work began with the projects such as Workshop Physics and Tools for Scientific Thinking in the 80s. By the 90s, Microcomputer-based Labs (MBLs) were championed as a solution to the conceptual understanding problems that had been (now famously) exposed by Hake and others. More recently, more all-inclusive MBL tools such as the iOLab have been developed and their efficacy in the laboratory is being explored.
With the advent of microprocessors and (later) personal computers, it became feasible for students to make use of higher-level programming languages like Pascal and FORTRAN.
Other programming languages such as Logo were created specifically for use in physics and mathematics learning. Within this paradigm, the aim was for students to learn the systema- ticity of mathematics and physics as they actively programmed or manipulated controllable digital ‘worlds’ (i.e. simulations, games, or microworlds).
Around the time that the internet became a tool for public use, social constructivist theories of learning were simultaneously becoming increasingly popular in the PER community.
Since then, a small portion of PER studies have begun to look at the role of computers within collaborative learning situations. However, the themes of the previous paradigms (esp. Programming & Controllable Worlds/MBLs) have remained the dominant paradigm for those interested in technology in PER, as evidenced by efforts such as the PhET project.
In many respects, the field of physics education research (PER) grew up alongside the modern computer. I suggest we view the developmental history of digital technology in PER in terms of three paradigm shifts (building from Koschmann, 1996):
Each of these paradigm shifts – which I present here in the form of a timeline – stemmed from a corresponding advancement in computing technology as well as a rise in popularity of various theories of learning.
Underpinning Theories of Learning
Key: Some Example Researchers
Social Constructivism/Situated Cognition Adams, Whitelock, Gregorcic
Behaviorism/Programmed Instruction Bork, Schwarz, Blum, Skinner Contructivism
Contructivism/
Constructionism Computer
Constructivism
(mid-70s to early 90s) Laws, Thornton, Sokoloff, Selen, Volkwyn
A SUMMARY OF THE TECHNOLOGY PARADIGMS OF PER
Behaviorism/
Programmed Instruction Learning is...
Paradigm Technology should... Technology is...
act as a teacher/
tutor, sharing
content efficiently
transistors, integrated circuits, mainframe
computers, time-shared computers
microprocessors,
personal computers, microcomputer sensors internet, smartphones, large touchscreens,
haptic feedback, virtual reality
act as a systematic environment or as a sensor
act as a facilitator of interpersonal acts of students and teachers Computer Assisted
Instruction
(1950s to mid-70s)
Social Construct- ivism/Situated Cognition Computer-Supported
Collaborative Learning (early 90s onward)
Computer Constructivism
(Programming & Controllable Worlds/MBLs)
Computer Assisted
Instruction Computer-Supported
Collaborative Learning
1 2 3
COMPUTER ASSISTED INSTRUCTION COMPUTER CONTRUCTIVISM COMPUTER