Momentum exists in the physics community for integrating computation into the undergraduate curriculum. One of many benefits would be preparation for computational research. Our investigation poses the question of which computational skills might be best learned in the curriculum (prior to research) versus during research. Based on a survey of computational physicists, we present evidence that many relevant skills are developed naturally in a research context while others stand out as best learned in advance.
Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary U.S. Science Teaching?'
Preparing students for the quantum information revolution: Interdisciplinary teaching, curriculum development, and advising in quantum information science and engineering
During the last ten years advances in open-source digital technology, used especially by data science, led to very accessible ways how to obtain, store, process, analyze or share data in almost every human activity. Data science tools bring not only transparency, accessibility, and reproducibility in open science, but also give benefits in open education as learning tools for improving effectiveness of instruction. Together with our pedagogical introduction and review of Jupyter as an interactive multimedia learning tool, we present our three-years long research in the framework of a complex m…
Data Science Education in Undergraduate Physics: Lessons Learned from a Community of Practice
Center for Advanced Systems Understanding, Helmholtz-Zentrum Dresden-Rossendorf（德累斯顿-罗森多夫亥姆霍兹中心高级系统理解中心）；University of Mount Union（芒特尤尼恩大学）；American Association of Physics Teachers（美国物理教师协会）；University of Maryland（马里兰大学）；National Institute of Standards and Technology（美国国家标准与技术研究院）；Questrom School of Business at Boston University（波士顿大学奎斯特罗姆商学院）
Establishing a national masters programme in high-energy physics: lessons from a Romanian case study
University of Bucharest（布加勒斯特大学）；West University of Timișoara（蒂米什瓦拉西部大学）；Babes-Bolyai University（巴比什-博约伊大学）；Alexandru-Ioan Cuza University of Iași（雅西亚历山德鲁·乔安·库扎大学）；IFIN-HH（霍雷胡-赫利乌研究所）；Transylvanian Institute of Neuroscience（特兰西瓦尼亚神经科学研究所）
Pictorial and Documentary Guide for Research, Teaching, and Education through Astronomy, Physics, and Mathematics Pursued under the Umbrella of the United Nations (1974-2024)
Over the past two decades, I have been actively involved in teaching astronomy and astrophysics to Chicago Public School (CPS) students and their teachers, in collaboration with various groups as well as by myself. Valuable resources that we have created for schools include the Multiwavelength Astronomy Website, with modules for infrared, optical, ultraviolet, X-ray and gamma-ray astronomy. The content of each lesson is derived from interviews with scientists, archived oral histories, and/or memoirs. Lessons are evaluated by a science educator and at least one subject matter expert before bein…
Quantum Readiness in Latin American High Schools: Curriculum Compatibility and Enabling Conditions
Universidad de Ingeniería y Tecnología Lima, Perú（利马工程技术大学）；Colegio Trilce Los Olivos Lima, Perú（特鲁西洛奥利沃斯学院）；Colegio Mayor Secundario Presidente del Perú Lima, Perú（秘鲁总统高级中学）；Universidad Peruana de Ciencias Aplicadas Lima, Perú（秘鲁应用科学大学）；University of Maryland Maryland, USA（马里兰大学）
Knowledge of quantum mechanical systems is becoming more important for many science and engineering students who are looking to join the emerging quantum workforce. To better prepare a wide range of students for these careers, we must seek to develop new tools to enhance our education in quantum topics. We present initial studies on the use of one of these such tools, Quantum Composer, a 1D quantum simulation and visualization tool developed for education and research purposes. In particular, we conducted five think-aloud interviews with students who worked through an exercise using Quantum Co…
Space School UK (SSUK) is a series of summer residential programmes for secondary school aged students, held at the University of Leicester over 3 weeks each year. Each programme involves space-related activities run by a team of mentors - currently including university students, graduates, teachers and young professionals associated with the space sector - all of whom attended SSUK as students themselves. It includes the 6-day Space School UK and the 8-day Senior Space School UK (collectively SSUK) which are for 13-15 and 16-18 year olds respectively. This paper seeks to evaluate and present …
