Embed Size (px)
Citation preview
Excellence in physics education Excellence in physics education by the international cooperationby the international cooperation
Department of Physics and SEENET-MTP Office University of Niš, Serbia
Partially based on the common paper:Partially based on the common paper:G. S. Dj, D. Pavlovic-Babic and J. StankovicG. S. Dj, D. Pavlovic-Babic and J. StankovicarXiv:1110.5072, to appear in RRParXiv:1110.5072, to appear in RRP
2
Goran S. DJORDJEVIC
Asia Europe Physics Summit – ASEPS 201126-29 October 2011, Wroclaw, Poland
P R E F A C EP R E F A C E Eight years ago, one high school class for Eight years ago, one high school class for
students with special abilities in physics was students with special abilities in physics was founded in Nis, Serbia. founded in Nis, Serbia. http://www.pmf.ni.ac.yu/f_odeljenje
In the countries of former Yugoslavia, classes for In the countries of former Yugoslavia, classes for students with special abilities have had a pretty students with special abilities have had a pretty long and successful traditionlong and successful tradition
As a consequence of political and economical As a consequence of political and economical instability many of these classes in Serbia instability many of these classes in Serbia disappeared.disappeared.
Interest of pupils and students in sciences, in Interest of pupils and students in sciences, in particular in physics, has decreased.particular in physics, has decreased.
What is our experience and results of evaluation? What is our experience and results of evaluation?
Despite some improvement that has Despite some improvement that has been made through last few years, today been made through last few years, today three fundamental problems still three fundamental problems still characterize the teaching, science as characterize the teaching, science as well, at the schools in Serbia: well, at the schools in Serbia:
obsolete equipment, obsolete equipment, national strategy and concepts of education national strategy and concepts of education
is in preparation, but still not adopted and is in preparation, but still not adopted and operativeoperative
insufficient motivation of teachers.insufficient motivation of teachers.
Some consequences and problems: Some consequences and problems: Skills of pupils in using methods and Skills of pupils in using methods and
tools developed in physics and other tools developed in physics and other sciences seem to decrease at the same sciences seem to decrease at the same time with a new, revolution in science time with a new, revolution in science and technology in developed countries.and technology in developed countries.
A very small, in general decreasing, A very small, in general decreasing, number of students in the natural number of students in the natural sciences and engineering sciences at sciences and engineering sciences at the university the university
Let us remindLet us remindP R O J E C TP R O J E C T : :
““GRAMMAR SCHOOL CLASS FOR GRAMMAR SCHOOL CLASS FOR STUDENTS WITH SPECIAL ABILITIES IN STUDENTS WITH SPECIAL ABILITIES IN PHYSICS”PHYSICS”
The main goals of the project:The main goals of the project: to offer a high-quality educationto offer a high-quality education to give gifted pupils a perspective for to give gifted pupils a perspective for
continuing education in a competitive continuing education in a competitive atmosphereatmosphere
to convey initiative and enthusiasmto convey initiative and enthusiasm
These goals are to be reached by the These goals are to be reached by the following measures:following measures: focus on the natural science, in particular on focus on the natural science, in particular on
physicsphysics provision of basic laboratory equipment and provision of basic laboratory equipment and
PCs (virtual experiments and Internet access)PCs (virtual experiments and Internet access) close collaboration with the Universityclose collaboration with the University close collaboration with similar projects in EU close collaboration with similar projects in EU
and Eastern Europeand Eastern Europe more intensive foreign languages teaching more intensive foreign languages teaching
(especially English),(especially English),
General SyllabusGeneral Syllabus 1st grade - 4th grade1st grade - 4th grade
Serbian, 4, 3, 3, 4Serbian, 4, 3, 3, 4 English, 2, 3, 3, 2English, 2, 3, 3, 2 Chemistry, 3, 3, 2, 2Chemistry, 3, 3, 2, 2 Biology, 2, 2, 3, 2Biology, 2, 2, 3, 2 Physical Education, 2, 2, 2, 2Physical Education, 2, 2, 2, 2 Mathematics, 5, 5, 5, 5Mathematics, 5, 5, 5, 5 Computer Science, 3, 3, 2 (+30), 2(+30) Computer Science, 3, 3, 2 (+30), 2(+30)
Practice, +60, +60, +60, +60Practice, +60, +60, +60, +60 Physics coursesPhysics courses : 5 (+60), 5 (+60), 6 (+30), : 5 (+60), 5 (+60), 6 (+30),
5 (+30)5 (+30)(The (The ++ signsign before the numbers marks the number of practical classes) before the numbers marks the number of practical classes)
1st grade -2th grade1st grade -2th grade History, 2, 2History, 2, 2 Geography, 2, 2Geography, 2, 2
3th grade3th grade Sociology with constitution and civil Sociology with constitution and civil
rights, 2rights, 2 Psychology,Psychology, 2 2
4th grade4th grade Philosophy, 2Philosophy, 2 Latin, 2Latin, 2 Astronomy, 2Astronomy, 2
The Physics SyllabusThe Physics Syllabus
11stst grade grade Elements of mechanics and thermodynamics, Elements of mechanics and thermodynamics,
3/w3/w Computational exercises I, 2/wComputational exercises I, 2/w Laboratory exercises I, 60/yLaboratory exercises I, 60/y
22thth grade grade Electromagnetism and Optics, 3/wElectromagnetism and Optics, 3/w Computational exercises II, 2/wComputational exercises II, 2/w Laboratory exercises II, 60/yLaboratory exercises II, 60/y
The Physics SyllabusThe Physics Syllabus
33thth grade grade Mechanics with the Theory of relativity, Mechanics with the Theory of relativity,
2/w2/w Atomic and Molecular physics, 2/wAtomic and Molecular physics, 2/w Physical Electronics , 2/wPhysical Electronics , 2/w
44thth grade grade Modeling in physics, 2/w +30/yModeling in physics, 2/w +30/y The physics of the micro world, 3/wThe physics of the micro world, 3/w
E V A L U A T I O NE V A L U A T I O N
The authors of the curricula and project have The authors of the curricula and project have been faced with a lot of problems in been faced with a lot of problems in implementation of the project in its basic form implementation of the project in its basic form during last three years .during last three years .
However, one of the most important aims has However, one of the most important aims has been permanent evaluation of the pupils in the been permanent evaluation of the pupils in the ``new class`` and comparison of their results ``new class`` and comparison of their results with pupils educated in the standard and with pupils educated in the standard and ``mathematical`` classes.``mathematical`` classes.
Results of two tests in physics made in October Results of two tests in physics made in October 2005 and May 2006 are given in the Table. There 2005 and May 2006 are given in the Table. There have been five groups of pupilshave been five groups of pupils
Questions Questions 11
(%)(%)
Problems 1Problems 1
(%)(%) Total 1Total 1
(%)(%) Questions Questions 2(%)2(%)
Problems 2Problems 2
(%)(%) Total 2(%)Total 2(%)
““Physicists”-Physicists”-
NisNis (9) (9) 52,652,677
22,422,40,0,
42,542,588
71,171,111
27,727,788
56,656,677
„„MathematicMathematicians“-Nisians“-Nis (7) (7) 35,035,0
00000,000,00
23,323,333
64,864,866
4,294,29 44,644,677
Standard Standard class-Nisclass-Nis (20) (20)
42,642,600
000,000,00
28,428,400
61,461,400
0,000,00 40,940,933
““MathematicMathematicians”-BG ians”-BG
(17)(17) 67,067,066
00,700,711
44,944,944
68,268,299
29,129,188
55,255,255
““MathematicMathematic
ians”-NS (7)ians”-NS (7) 69,169,144
8,298,29 48,848,866
81,881,866
31,431,433
65,065,055
TABLE 1. TABLE 1. Results of the third generation .Results of the third generation .
FIGURE 1.FIGURE 1. Pupil’s success in solving test questions Pupil’s success in solving test questions and problems. Ph-Nis, M-Nis, S-Nis, M-BG, M-NS. (3and problems. Ph-Nis, M-Nis, S-Nis, M-BG, M-NS. (3rdrd
gen.)gen.)
(3(3rdrd gen.) gen.)
Ph
-Nis
M-N
is
S-N
is
M-B
G
M-N
S
Problems1
Questions1
Ph
-Nis
M-N
is
S-N
is
M-B
G
M-N
S
Questions 2
Problems2
All pupils worked out the same test with All pupils worked out the same test with 20 questions (in total 100 points) and 2 20 questions (in total 100 points) and 2 problems (in total 50 points). At this problems (in total 50 points). At this stage we measured abilities of pupils stage we measured abilities of pupils only in physics and mainly in the first only in physics and mainly in the first class.class.
Beside results of the third generation - Beside results of the third generation - pupils born in 1990, we can briefly see pupils born in 1990, we can briefly see results of the two previous generations.results of the two previous generations.
TABLE 2. Results of the second generation
Questions Questions 11
(%)(%)
Problems Problems 11
(%)(%)
Total 1Total 1(%)(%)
Questions Questions 22
(%)(%)
Problems Problems 22
(%)(%)
Total 2Total 2(%)(%)
““Physicists”-NisPhysicists”-Nis (6) (6)
66,366,3 12,712,7 56,56,99
56,056,0 13,313,3 50,750,7
„„Mathematicians“-Mathematicians“-NisNis (6) (6)
68,268,2 9,59,5 55,55,00
73,773,7 14,514,5 63,663,6
Standard class-NisStandard class-Nis (7)(7)
33,633,6 0,00,0 22,22,44
19,819,8 0,60,6 13,813,8
““Mathematicians”-Mathematicians”-BG (19)BG (19)
57,257,2 13,113,1 51,51,33
75,575,5 12,512,5 62,762,7
““Mathematicians”-Mathematicians”-NS (15)NS (15)
44,744,7 4,64,6 34,34,44
53,953,9 3,13,1 39,139,1
(2nd gen.)(2nd gen.)
Ph-
Nis
M-N
is
S-N
is
M-B
G
M-N
S
Problems1
Questions1
Ph-
Nis
M-N
is
S-N
is
M-B
G
M-N
S
Questions 2
Problems2
TABLE 3. Results of the first generation
Questions 1
(%)
Problems 1
(%)
Total 1(%)
Questions 2
(%)
Problems 2
(%)
Total 2(%)
“Physicists”-Nis (11 ) 31,
94,6 24,5 39,9
„Mathematicians“-Nis (16 ) 34,
74,7 27,8 35,8
Standard class-Nis (21) 32,
610,4
(1st gen.)(1st gen.)P
h-N
is
M-N
is
S-N
is
Problems1
Questions1
Ph-
Nis
M-N
is
S-N
is
Problems2
EXTERNAL EVALUATIONEXTERNAL EVALUATION Metodhology of EvaluationMetodhology of Evaluation
Student achievement on a science knowledge test Student achievement on a science knowledge test (taken by 3 groups of students: basic group – (taken by 3 groups of students: basic group – students of all grades involved in the Programe, students of all grades involved in the Programe, and two control groups – students of Grammar and two control groups – students of Grammar school and students involved in special math school and students involved in special math classes);classes);
Perceptions of students, teachers and school Perceptions of students, teachers and school management about the planned solutions, applied management about the planned solutions, applied practices and the quality of teaching, as well as the practices and the quality of teaching, as well as the possibilities and limitations of the Programe in the possibilities and limitations of the Programe in the implementation of the curricula; andimplementation of the curricula; and
Content analysis of existing documentation.Content analysis of existing documentation.
Mean scores on science knowledge test: all groups of students
Mean scores on science knowledge test by
grades: Special physics class students
Achievement on Knowledge Achievement on Knowledge TestTest
(PRE) CONCLUSION and (PRE) CONCLUSION and PUPILS` RESULTSPUPILS` RESULTS
The differences in syllabus in physics are so big in the second and The differences in syllabus in physics are so big in the second and third year that comparison of results is sensible just after the end third year that comparison of results is sensible just after the end of the grammar school, i.e. after 4th year.of the grammar school, i.e. after 4th year.
Let us denote that pupils from the standard class are not able to Let us denote that pupils from the standard class are not able to solve problems (their records in solving problems tend to zero in solve problems (their records in solving problems tend to zero in all three generations).all three generations).
The “physicists” show slightly better improvement in physics, and The “physicists” show slightly better improvement in physics, and continually good records in solving problems.continually good records in solving problems.
Very good results at the national competition, in particular in Very good results at the national competition, in particular in physics and mathematics.physics and mathematics.
The new class and program “for physicists” has attracted better The new class and program “for physicists” has attracted better pupils and that number of pupils is increasing 7, 11 and 15 in 2nd, pupils and that number of pupils is increasing 7, 11 and 15 in 2nd, 3rd and 4th (the newest) generation. 3rd and 4th (the newest) generation.
It can be explained by attractive curricula, a lot of guest lecturers, It can be explained by attractive curricula, a lot of guest lecturers, additional laboratory work, excursions, some support in books and additional laboratory work, excursions, some support in books and awardsawards
Needs and challenges for networkingNeeds and challenges for networkingin Balkan regionin Balkan region
Recognizing the importance of bridging the gap between Southeastern and Western European scientific community the participants of the UNESCO-ROSTE - sponsored BALKAN WORKSHOP BW2003 "Mathematical, Theoretical and Phenomenological Challenges Beyond the Standard Model: Perspectives of Balkans Collaboration" (Vrnjacka Banja, Serbia, August 29 - September 3, 2003) came to a common agreement on the Initiative for the SEENET-MTP NETWORK
Structure Development 2004 - 2010 17 institutions from 8 countries in the region joined the
Network 12 partner institutions all over the world about 250 individual members
Ankara
BucharestCraiova
Istanbul
Kragujevac,
Nis
Sofia
Thessaloniki
TimisoaraZagrebNetwork nodesNetwork nodes
Sarajevo
Skopje
Belgrade
Cankaya University(Ankara, Turkey)
Mathematical Institute, SANU(Belgrade, Serbia)
Astronomical Observatory(Belgrade, Serbia)
Institute of Physics, Center for Theoretical Physics(Belgrade, Serbia)
Faculty of Physics(Belgrade, Serbia)
National Institute for Physics and Nuclear Engineering (Bucharest, Romania)
Faculty of Physics(Craiova, Romania)
Department of Physics, Bogazici University(Istanbul, Turkey)
Department of Physics, Faculty of Sciences and Mathematics
(Kragujevac, Serbia)Department of Physics, Faculty of Sciences and Mathematics
(Nis, Serbia)Department of Physics, Faculty of Science
(Sarajevo, Bosnia and Herzegovina)Faculty of Science
(Skopje, Macedonia)The Institute for Nuclear Research and Nuclear Energy
(Sofia, Bulgaria)Section of Nuclear and Particle Physics, Aristotle University
(Thessaloniki, Greece)Department of Mathematical, Physical and Computational Sciences School of Engineering, Aristotle University
(Thessaloniki, Greece)Faculty of Physics, West University of Timisoara
(Timisoara, Romania)Department of Theoretical Physics, Faculty of Sciences
(Zagreb, Croatia)
To Be ConfirmedTo Be Confirmed
Institute for Applied PhysicsInstitute for Applied Physics(Chisinau, Moldova)(Chisinau, Moldova)
Department of Physics, University of Vlora Department of Physics, University of Vlora (Vlora, Albania)(Vlora, Albania)
President and Executive President and Executive Director of SEENET-MTPDirector of SEENET-MTP
Radu-Dan Radu-Dan CONSTANTINESCUCONSTANTINESCU
Faculty of Physics, University of Faculty of Physics, University of CraiovaCraiova
CraiovaCraiova, , RomaniaRomania
Goran DJORDJEVICGoran DJORDJEVICDepartment of Physics, Department of Physics,
Faculty of Sciences and Faculty of Sciences and Mathematics, Mathematics, Nis, SerbiaNis, Serbia
Scientific-Advisory Scientific-Advisory Committee (SAC)Committee (SAC)
Consists of outstanding and leading international Consists of outstanding and leading international researchers both from the SEE region and researchers both from the SEE region and elsewhere in the worldelsewhere in the world
The main responsibilities:The main responsibilities: consideration of research project proposals submitted by consideration of research project proposals submitted by
the nodesthe nodes to recommend promising research topics of high to recommend promising research topics of high
international interestinternational interest support of the activities and participation in the eventssupport of the activities and participation in the events supporting bilateral and multilateral co-operation between supporting bilateral and multilateral co-operation between
the SAC members’ home institutions and the SEENET-MTPthe SAC members’ home institutions and the SEENET-MTP
Guido ALTARELLIGuido ALTARELLIUniversit`a di Roma Tre, Italy and CERN, Universit`a di Roma Tre, Italy and CERN,
Geneva, SwitzerlandGeneva, Switzerland
Luis ALVAREZ-GAUMELuis ALVAREZ-GAUMECERNCERN
Geneva, SwitzerlandGeneva, Switzerland
Members of Members of SACSAC
IgnatiosIgnatios ANTONIADIS ANTONIADISCERNCERN
Geneva, SwitzerlandGeneva, Switzerland
Metin ARIKMetin ARIKDepartment of Physics, Bogazici Department of Physics, Bogazici
UniversityUniversity
Istanbul, TurkeyIstanbul, Turkey
Members of Members of SACSAC
Jonathan BaggerJonathan BaggerBaltimorBaltimor
WA, USAWA, USA
Loriano BLoriano BonoraonoraSISSASISSA
Trieste, ItalyTrieste, Italy
Lars BrinkLars BrinkDepartment of Fundamental Physics, Department of Fundamental Physics,
Chalmers University of TechnologyChalmers University of Technology
Göteborg, SwedenGöteborg, Sweden
Members of Members of SACSAC
Emilian DudasEmilian DudasCentre de Physique Theorique of Centre de Physique Theorique of
Ecole PolytechniqueEcole Polytechnique
Paris, FranceParis, France
Georgi DvaliGeorgi DvaliNew York UniversityNew York University
NY, USANY, USA
Members of Members of SACSAC
Nemanja KaloperNemanja KaloperDepartment of Physics, University of Department of Physics, University of
CaliforniaCalifornia
Davis, USDavis, USA A
Dieter LuestDieter LuestTheory Group, Max-Planck-Institut fuer Theory Group, Max-Planck-Institut fuer
Physik (Werner-Heisenberg-Institut)Physik (Werner-Heisenberg-Institut)
Muenchen, GermanyMuenchen, Germany
Jan LouisJan Louis II. Institut für Theoretische Physik II. Institut für Theoretische Physik
der Universität Hamburgder Universität Hamburg
Hamburg, GermanyHamburg, Germany
Members of Members of SACSAC
George LazaridesGeorge LazaridesUniversity of ThessalonikiUniversity of Thessaloniki
Thessaloniki, GreeceThessaloniki, Greece
Alexei MorozovAlexei MorozovInstitute of Theoretical and Experimental Institute of Theoretical and Experimental
PhysicsPhysics
Moscow, Russia Moscow, Russia
Sunil MukhiSunil MukhiDepartment of Theoretical Physics, Tata Department of Theoretical Physics, Tata
Institute of Fundamental ResearchInstitute of Fundamental Research
IndiaIndia
Kumar NarainKumar NarainICTP ICTP
Trieste, ItalyTrieste, Italy
Members of Members of SACSAC
Ivan T. TodorovIvan T. TodorovINRNINRN
Sofia, BulgariaSofia, Bulgaria
George ZoupanosGeorge ZoupanosDepartment of Physics, National Technical Department of Physics, National Technical
University,University,
Athens, GreeceAthens, Greece
Goran SenjanovicGoran SenjanovicICTP Trieste, ItalyICTP Trieste, Italy
Contact person of SACContact person of SAC
Members of Members of SACSAC
Zvonko Maric (1930-2007)Zvonko Maric (1930-2007)Faculty of Physics, University of Faculty of Physics, University of
BelgradeBelgrade
Serbian Academy of Arts and SciencesSerbian Academy of Arts and Sciences
Belgrade, SerbiaBelgrade, Serbia
Wolfgang Kummer Wolfgang Kummer (1935 – (1935 – 2007)2007)
Institute for Theoretical Physics, Vienna University of Technology
Wien, Austria
They were with usThey were with us
They were with usThey were with us
Julius Wess (Julius Wess (1934 – 20071934 – 2007))Max-Plank-Institut fuer Physik
Muenchen, Germany
Founders of the WIGV initiative
One of founders of the SEENET-MTP
Coordinator of SAC (2003 - 2007)
Director of Max-Plank-Institut fuer Physik
Main Results and ActivitiesMain Results and Activities Mobilty program:
About 140 exchanges in the region (2005-2010), in average 20 per year Duration of visits: 5-7 days
Network meetings: 16 meetings in 8 years, about 795 participants Publications-Monographs, Network Conference Proceedings: about
10 issues Research: Numerous joint papers with acknowledgements to
UNESCO and ICTP for support, partially or even fully based on collaboration during exchanges
SEENET-MTP web portal became one of the most popular source of information concerning MTP in our region:
Promotion of science in particular physics (main activities in Serbia): 30 lectures and 3 books Meetings and Competitions of High School students and
undergraduate students: ``Science and Society`` in Craiova (Romania) in 2008 , 2009 nd 2011
Special class for high school students with special interests in sciences, Nis, Serbia, www.pmf.ni.ac.rs/f_odeljenje
Network Meetings 2003-2010Network Meetings 2003-2010 BW2003 - Mathematical, Theoretical and Phenomenological Challenges
Beyond the Standard Model (Vrnjacka Banja, Serbia) BW2005 - II Southeastern European Workshop: Challenges Beyond the
Standard Model (Vrnjacka Banja, Serbia) QM2005 - Quantum Models on Noncommutative and Deformed Spaces
(Nis, Serbia) QFTHS2006 - 5th International School & Workshop – Quantum Field
Theory & Hamiltonian Systems (Calimanesti, Romania) STMP2006 - Selected Topic in Modern Physics (Nis, Serbia) MMP2006 - International School on Modern Trends in Mathematical
Physics (Sofia, Bulgaria) SQ2007 - New methods in string theory and quantization (Nis. Serbia) SQIQC07 - School Of Quantum Information And Quantum Computation
(Kragujevac, Serbia) BW2007 - III Southeastern European Workshop: Challenges Beyond the
Standard Model (Kladovo, Serbia) MMP2008 - II International School on Modern Trends in Mathematical
Physics (Varna, Bulgaria) NTST2008 – New Trends in Science and Technology (Ankara, Turkey) SSSCP2009 - Spring School on Strings, Cosmology and Particles
(Belgrade-Nis, Serbia) QFTHS 2010 - Spring School and Workshop in Quantum Field Theory
and Hamiltonian Systems, 10-15 May 2010, Craiova & Calimanesti, Romania
Some of Network`s Some of Network`s publications publications
A C K N O W L E D G M E N T A C K N O W L E D G M E N T SS
This project and work is partially This project and work is partially supported by 8 UNESCO-ROSTE, in supported by 8 UNESCO-ROSTE, in particular grant No. 8759145 and particular grant No. 8759145 and UNESCO-BRESCE grant No. 8758346 and UNESCO-BRESCE grant No. 8758346 and No. No. 875.922.8875.922.8 and several ICTP Projects and several ICTP Projects (PRJ-09) (PRJ-09)
S O M E R E F E R E N C E SS O M E R E F E R E N C E S (1)(1)
1. G. S. Djordjevic, Lj. Kostic-Stajkovic, Lj. D. Nesic and T. Misic, Spezialized vs. Standard High School Classes and their Results in Physics, CP899, Sixth International Conference of the Balkan Physical Union, edited by S.A. Cetin and I. Hikmet, American Institute of Physics (2007), 489-490.
2. G. S. Djordjevic and Lj. Nesic, Grammar School Class for Students with Special Abilities in Physics, Proceedings of the BPU5, V. Banja, Serbia, 2003, pp. 161-164.
S O M E R E F E R E N C E SS O M E R E F E R E N C E S (2)(2)
3. G. S. Djordjevic, Lj. Nesic, and M. K. Radovic, Experimental Education in Physics for Talented Secondary School Students, Proceedings of the Annual Meeting on Physics Education, Belgrade, 1999, pp. 651-654
4. OECD, PISA 2006 Science Competencies for Tomorrow Word, Paris, 2007
5. D. S. Rychen and L. H. Salganik (eds): Key Competencies for a Successful Life and a Well-Functioning Society, Cambridge, 2003
6. A. Thomson: Critical Reasoning, London, 1996
Thank you!Thank you!
