Collaborating Authors

Can you recognize recognition?


Research addressing the gender imbalance in physics highlights the importance of a physics teacher recognizing a female student as being a "physics person." But what does this recognition look like? To examine this question, Hazari and Cass collected video recordings, field notes, interviews, and surveys from high-school physics teachers and students and developed a case study of a student who, because of her teacher's modes of recognition, began to see herself as a physics person. Results show that although the teacher did not perceive the student as a physics person, the student felt another way based on her perception of his actions (she believed her teacher saw her as a physics person), suggesting that regardless of what teachers themselves believe, their behaviors can enable students' physics identity development.

Physics in the Spotlight


The Institute of Physics (IOP) is convening a new type of forum – four days of discussion, debate and knowledge sharing at the IOP's flagship King's Cross building. Members of IOP special interest groups, including leading thinkers in the physics community in the UK and Ireland, will host discussions, talks, meetings and panels to foster debate and exploration of key topics such as oceans and the climate, optics in quantum technologies and machine learning. IOP member-led special interest groups are at the heart of the physics community and enable you to take part in activities in your particular areas of interest, share and receive expert advice on developments in your sector, grow your network across disciplines, attend topical and inter-disciplinary sessions. A drinks reception will be held at the end of each day, where you can meet speakers and the organising committees.

Why Do We Spend So Much Time Teaching Historical Physics?

Forbes - Tech

In this photograph taken on Friday, Feb. 26, 2010, clickers are shown in the use of students in the physics class of Professor Michael Dubson at the University of Colorado in Boulder, Colo. One of the two classes I'm teaching this term is our sophomore-level "modern physics" class, which richly deserves its scare quotes. "Modern physics" in an educational context means, essentially, "Physics from 1900-1950." It's a brief introduction to Special Relativity, followed by some introductory quantum physics, and a smattering of applications (solid state, nuclear) as time permits. Some of the examples we use to illustrate key points are modern in the more colloquial sense -- there have been a lot of spectacular basic-quantum-physics experiments in the last 20-ish years -- but the core principles of everything we talk about were locked down in the first half of the previous century.

If You Want to Teach Physics Lab Right, Skip the Manual


I was a graduate student when I taught my first class, a physics lab. Departments need teachers, and grad students need experience. Of course, I didn't really know what to do, but no worries. I could follow a manual describing the experiments. In time, though, my ideas about labs changed.

Lack of Math Confidence May Deter Girls From Physics Careers, Study Finds

U.S. News

"In terms of math performance, girls score as well as boys from elementary school through high school and, in the U.S., earn roughly half of the undergraduate degrees in mathematics," Janet Hyde, one of the study's authors and the co-director of the longitudinal Wisconsin Study of Families and Work, said via email. "The gender gaps are in physics, computer science, and engineering … Only a minority of students take physics in high school -- a big mistake -- and girls are less likely to take physics courses than boys are."