Curriculum, pedagogy, and the practical: From Waves to Quantum Physics
Bibliographic record
Abstract
This study initiated with the recent changes and challenges of the global pandemic in our life and education. While discussing the reasons for adapting to the so-called ‘Fourth Industrial Revolution,’ the current and future needs for teaching and learning contemporary scientific knowledge and skills are explored. This thesis is an exploratory study of science education for middle or junior high school students that gives reasons for developing a wave-quantum-curriculum to support their physics learning in early adolescence (Grades 8–9). Situated in the context of an extracurricular after-school program, the study discusses and illustrates how a teacher develops such a curriculum and utilizes technology and pedagogical tools to engage and encourage young students, particularly girls, to learn mathematical sciences connected to their everyday lives and lived experiences. To this end, I combine theories of various curriculum scholars, the challenging times of the pandemic, and my lived experiences in teaching and learning to create an updated and adapted curriculum and pedagogy of physics from waves principles to quantum mechanics fundamentals. I argue that an early initiation to big ideas and basic concepts in physics not only can develop youths’ initiation in science, but can also inspire further physics learning and continuing interest over time. Broadening girls’ participation and increasing their self-confidence in physics and other STEM-related disciplines are significant aspects of this early initiation. The study includes a demonstration of the effectiveness of simulation-based inquiry learning and the use of technological and pedagogical approaches in teaching quantum physics.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.009 |
| Scholarly communication | 0.007 | 0.007 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".