Research-based Development of a Diagnostic Questions’ Repository for the Physics Classroom
Leading team
Project members
- Dr. Ariel Abrashkin
- Dr. Hanna Berger
- Prof. Uri Ganiel
- Korina Pollinger
- Michael Sabin
- Irina Weissman
Summary
Numerous students perceive high-school physics as difficult, and many of those who choose to study physics face challenges and difficulties. As a result, many students who meet the threshold requirements choose not to study physics, while those who select it often struggle with it and some even drop out. The project aimed to promote “learner-centered” teaching, where the teachers diagnose and monitor students’ knowledge of physics. To achieve this goal a team of researchers from the physics group at the science teaching department and physics teachers developed the questions and implemented in the Israeli physics teachers’ community a model that allows teachers to monitor students’ difficulties, choose activities designed to address those difficulties, and use the activities in student groups with similar thinking characteristics.
The Diagnostic Questions: Development and Implementation
Over the project, the team developed an inventory of 150 multiple-choice diagnostic questions designed to address typical difficulties. The questions encompassed the central areas of the physics national curriculum: mechanics, electromagnetism, radiation and matter. The fact that students selecting a certain distractor were required to explain their choice deepened the diagnosis.
The inventory is available on the digital platform PeTeL (Personalized Teaching and Learning Environment) for easy access by students and teachers. The repository is integrated into the PeTeL platform.
Research and Evaluation
According to a follow-up of the diagnostic questions’ integration in physics teaching, many teachers are now more aware of their students’ learning difficulties and often adapt and modify the available diagnostic activities to cope with those difficulties. It also appears that they apply a significant part of those questions in their teaching routine. This project was instrumental in the “Teaching Sequences” project, in which the power of the diagnostic inventories, was elevated and led to significant impact on “learner centered” teachers’ professional development and practice, as well as impact on students’ learning.
International Conference
On the 19-20.10.2020 we organized an international virtual conference which aimed to discuss central research, development and implementation issues of diagnosis-based teaching among researchers and leading educators. Prof. Marcia Linn from the University of California Berkeley and Prof. Paula Heron from the University of Washington Seattle participated in the conference.
The first day targeted science and mathematics educators from the academy and had 189 participants. The second day targeted physics education researchers and leading teachers with 83 participants. The second part of the second day included a closed workshop with 38 leading teachers, mentors and members of the physics education group at the Weizmann Institute of Science.
The organizing committee: Esther Bagno, Bat-Sheva Eylon, Smadar Levy, Esther Magen, Edit Yerushalmi (Alphabetical order).
Our thanks to the Eddie and Jules Trump Family Foundation for their support of the project.