Help me figure out which article to writePosted: September 9, 2013
I have had four paper proposals accepted to the journal Physics in Canada, which is the official journal of the Canadian Association of Physicists. I will only be submitting one paper and would love to hear some opinions on which one to write and submit. I will briefly summarize what they are looking for according to the call for papers and then summarize my own proposals.
Note: My understanding is that the tone of these would be similar to articles appearing in the Physics Teacher.
Call for Papers
Call for papers in special issue of Physics in Canada on Physics Educational Research (PER) or on teaching practices:
- Active learning and interactive teaching (practicals, labatorials, studio teaching, interactive large classes, etc.)
- Teaching with technology (clickers, online homework, whiteboards, video- analysis, etc)
- Innovative curricula (in particular, in advanced physics courses)
- Physics for non-physics majors (life sciences, engineers, physics for non-scientists)
- Outreach to high schools and community at large
The paper should be 1500 maximum.
“Learning before class” or pre-class assignments
- This article would be a how-to guide on using reading and other types of assignments that get the students to start working with the material before they show up in class (based on some blog posts I previously wrote).
Use of authentic audience in student communication
- Often, when we ask student to do some sort of written or oral communication, we ask that they target that communication toward a specific imagined audience, but the real audience is usually the grader. In this article I will discuss some different ideas (some I have tried, some I have not) to have student oral and written tasks have authentic audiences; audiences that will be the target audience and actually consume those communication tasks. This follows on some work I did this summer co-facilitating a writing across the curriculum workshop based on John Bean’s Engaging Ideas
Making oral exams less intimidating
- This would be based on a blog post and conference presentation that I gave last year on kinder, gentler oral exams.
Update your bag of teaching practices
- This would be a summary of (mostly research-informed) instructional techniques that your average university might not be aware of. I would discuss how they could be implemented in small and large courses and include appropriate references for people that wanted to learn more. Techniques I had in mind include pre-class assignments, group quizzes and exams, quiz reflection assignments, using whiteboards in class, and clicker questions beyond one-shot ConcepTests (for example, embedding clicker questions in worked examples).
And where you come in is to provide me with a bit of feedback as to which article(s) would potentially be of the most interest to an audience of physics instructors that will vary from very traditional to full-on PER folks.