title: Teaching physics concepts without (much) mathematics: View through a concept-index, threshold concept lens

authors: Wilson, Marcus T.

subjects: Concept-Index

abstract: CONTEXT
In 2018, the Faculty of Science and Engineering at the University of Waikato has introduced an option for first-year physics study that does not require achievement at high-school physics and mathematics. This offering uses a style of teaching physics newly introduced to the University of Waikato that features minimally-mathematical teaching, hands-on exploratory experiments, and concept-index-style assessment. The course is one adapted from work pioneered at Rutgers University. In this work we report on its implementation and its success.
PURPOSE
We are looking to see if students ‘get the ideas’, and staff are able to assess this understanding, without substantial mathematical problem-solving and numerical assessment questions. We are also interested in engagement and satisfaction on the part of the students.
APPROACH
In addition to a few simple numerical examples worked in tutorials and numerical results measured using instruments in lab classes, students are asked to answer “What happens if…” and “How do I get…” questions through educated trials carried out in laboratory groups. The work emphasizes the process of scientific enquiry as much as the ideas themselves. We tested students with multiplechoice, non-numeric questions in the style of “concept indices” such as the Force Concept Index (FCI) and the Signals and Systems Concept Index (SSCI). We interviewed students to obtain their reaction to this style of physics teaching, and to discover if they felt they were learning and understanding. We interviewed teachers to obtain comparative impressions with “old-style” physics teaching. In order to improve gender diversity, the material in the course used female names for fictitious characters and highlighted the work of female physicists.
RESULTS
It appears that student engagement is significantly improved. Teacher satisfaction is surprisingly increased. Initial impressions from student feedback suggest that the process of scientific enquiry through experiment is actually alien to some of the students, despite many being enrolled in science degrees. In a post-course test, students achieved 60% of the maximum possible gain from a similar pre-course test, a result consistent with the best interactive approaches. Approximately 20% of the participants were female, higher than other physics papers offered in recent years at the University of Waikato.
CONCLUSIONS
While it remains to be seen if the concept-based education delivered in this style of course proves to be sufficient grounding for successful progress in engineering and scientific degree streams, it is already clear that student satisfaction increases.

text: Teaching physics concepts without (much) mathematics: View through a concept-index, threshold concept lens CONTEXT
In 2018, the Faculty of Science and Engineering at the University of Waikato has introduced an option for first-year physics study that does not require achievement at high-school physics and mathematics. This offering uses a style of teaching physics newly introduced to the University of Waikato that features minimally-mathematical teaching, hands-on exploratory experiments, and concept-index-style assessment. The course is one adapted from work pioneered at Rutgers University. In this work we report on its implementation and its success.
PURPOSE
We are looking to see if students ‘get the ideas’, and staff are able to assess this understanding, without substantial mathematical problem-solving and numerical assessment questions. We are also interested in engagement and satisfaction on the part of the students.
APPROACH
In addition to a few simple numerical examples worked in tutorials and numerical results measured using instruments in lab classes, students are asked to answer “What happens if…” and “How do I get…” questions through educated trials carried out in laboratory groups. The work emphasizes the process of scientific enquiry as much as the ideas themselves. We tested students with multiplechoice, non-numeric questions in the style of “concept indices” such as the Force Concept Index (FCI) and the Signals and Systems Concept Index (SSCI). We interviewed students to obtain their reaction to this style of physics teaching, and to discover if they felt they were learning and understanding. We interviewed teachers to obtain comparative impressions with “old-style” physics teaching. In order to improve gender diversity, the material in the course used female names for fictitious characters and highlighted the work of female physicists.
RESULTS
It appears that student engagement is significantly improved. Teacher satisfaction is surprisingly increased. Initial impressions from student feedback suggest that the process of scientific enquiry through experiment is actually alien to some of the students, despite many being enrolled in science degrees. In a post-course test, students achieved 60% of the maximum possible gain from a similar pre-course test, a result consistent with the best interactive approaches. Approximately 20% of the participants were female, higher than other physics papers offered in recent years at the University of Waikato.
CONCLUSIONS
While it remains to be seen if the concept-based education delivered in this style of course proves to be sufficient grounding for successful progress in engineering and scientific degree streams, it is already clear that student satisfaction increases.

year: 2018

title: Reflecting on teacher development in technology education: Implications for future programmes

authors: Compton, Vicki

subjects: programme evaluation

abstract: This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education.
The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research.

text: Reflecting on teacher development in technology education: Implications for future programmes This paper reflects on the outcomes of teacher professional development programmes in technology education. These programmes were based on a model which emphasised the importance of teachers developing an understanding of both technological practice and technology education. Two different programmes have been developed and trialed in the New Zealand context. They are the Facilitator Training programme, and the Technology Teacher Development Resource Package programme. This paper will focus on the outcomes of these programmes. The Facilitator Training programme was a year long programme, and ran in 1995 and 1996. It involved training a total of 30 educators – 15 each year, from all over New Zealand. The Resource Package was trialed in 14 schools over a 3–6 month period in 1996. The evaluations indicate the successful nature of these programmes and the usefulness of the model as a basis for the development of teacher professional development in technology education.
The programmes reported on in this paper were developed and evaluated as part of two New Zealand Ministry of Education contracts held by the Centre for Science, Mathematics and Technology Education Research.

year: 1998

title: What are the perceptions of Māori bilingual-educated families towards growing up and learning the Māori language?

authors: Hill, Richard Kenneth

abstract: The Māori language occupies an important place as New Zealand’s indigenous language. This is despite over a century  of attempts  to wipe it out. The revitalisation movement from the 1980s has made a significant contribution to raise its profile and ensure younger generations of primarily Māori students can grow up learning the Māori language through school. However, significant issues still exist, as low numbers of families take advantage of bilingual education options, and remain there to develop high levels of proficiency.


Attitudes of both Māori and non-Māori (Pākehā) populations towards the Māori language have been steadily improving in recent decades. There are increasing calls to make it a compulsory subject in all New Zealand schools. Whilst these are positive signs, the long term health of the Māori language is still precarious. Using the findings of recent studies into Māori bilingual school transitions, including Hill, Rameka and Skerrett (2017) and Hill (2014, 2016, 2017), this presentation seeks to unpack the perceptions of Māori students and their families from a range of programmes towards their languages (Māori and English) and their lives. The findings will illustrate that families within the Māori bilingual education context are enthusiastic about  Māori language learning and being educated bilingually. They are also resolute that bilingual education will help to prepare their children  for their world. However,  families often differ in the extent to which they commit to high immersion programmes, thus affecting the potential success of the Māori language revitalisation aim.

text: What are the perceptions of Māori bilingual-educated families towards growing up and learning the Māori language? The Māori language occupies an important place as New Zealand’s indigenous language. This is despite over a century  of attempts  to wipe it out. The revitalisation movement from the 1980s has made a significant contribution to raise its profile and ensure younger generations of primarily Māori students can grow up learning the Māori language through school. However, significant issues still exist, as low numbers of families take advantage of bilingual education options, and remain there to develop high levels of proficiency.


Attitudes of both Māori and non-Māori (Pākehā) populations towards the Māori language have been steadily improving in recent decades. There are increasing calls to make it a compulsory subject in all New Zealand schools. Whilst these are positive signs, the long term health of the Māori language is still precarious. Using the findings of recent studies into Māori bilingual school transitions, including Hill, Rameka and Skerrett (2017) and Hill (2014, 2016, 2017), this presentation seeks to unpack the perceptions of Māori students and their families from a range of programmes towards their languages (Māori and English) and their lives. The findings will illustrate that families within the Māori bilingual education context are enthusiastic about  Māori language learning and being educated bilingually. They are also resolute that bilingual education will help to prepare their children  for their world. However,  families often differ in the extent to which they commit to high immersion programmes, thus affecting the potential success of the Māori language revitalisation aim.

year: 2018