1. Exploration of the effective ways of incorporating educational technologies in elementary, middle and high school pre-service and in-service science and mathematics teacher training. We study how technology is used in Teacher Education Programs and specifically how and when pre-service teachers are trained in using technology during their pre-service teacher education and how their choices of educational technologies are impacted by the use of technologies during their training. This year we focus on the use of peer response systems (clickers) and Smart Boards. We are working on developing activities and conceptual questions that can be used with these technologies in elementary classrooms.

2. Investigation of the effective ways and the impact of using technology in both large and small science/physics classes. Under technology we mean interactive peer response systems (clickers), micro-computer based laboratory equipment such as Logger Pro or interactive computer simulations like the ones created by the Physics Educational Technology Team at the University of Colorado at Boulder. To know more about this study click here.

3. The study of undergraduate physics courses on students’ attitudes and motivation in science study. This study tries to address one of the core problems in physics education—the issue of motivation and attitudes.

4. Creating new physics demonstrations has always been one of my interests. We are working on designing and implementing new physics demonstrations for undergraduate physics. An undergraduate physics course “PHYSICS FOR ARCHITECTS” is built around its main project— design of an interactive physics demonstration showing how physics plays a role in architects. This project culminates in the Physics at Ryerson Architecture Demo Exhibit (PARADE) that is open to the public.

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