Title : SCHOOL AS A 3D TEXTBOOK OF SCIENCE AND ITS VISUALIZATION Visualizing the rise of knowledge about the shape of the Earth, parameters of internal and orbital motion and the dependence of Earths illumination on these parameters



Project Lead : Mirjana Popovic Bozic From : Institute of Physics (Serbia)

Dates : from 2014-07-04 14:32:48 to 2015-02-11 13:20:23

Description :

Motivation and objectives :
School as a 3D textbook of sciences is designed in such a way that it supports in multiple ways teaching and learning of natural sciences, mathematics and related subjects. This concept has been created through the interaction of educators and school designers [1]. The necessity to extend physics and science teaching beyond the space of the classroom has been identified during several last decades by many educators. For example, the authors of articles in Deck the Halls column in Physics Teacher, published from 1972 to 2001 and collected by Pizzo, proposed many devices for demonstrations along the hallway. In 2003 in Graz, at the First Preparatory Conference for the World Year of Physics 2005, the activity Physics in school architecture-PHYSARCH was initiated as the WYP2005-Europe FP6 project. Initiators argued that history has been teaching us that knowledge about basic natural laws often began with observations of intriguing phenomena in nature. As a next step scientists started to perform measurements in the environment and later in their laboratories. Good physics teaching should provide opportunities for students to repeat the observations and reasoning of great scientists. This requires distribution of equipment over a wider space than just the classroom: think of corridors, courtyards and roofs [2]. In 2004 M. Bozic wrote a letter to school architect Randal Fielding, founder of DesignShare [3a], in order to attract his interest to the idea that building components take the role of teaching tools in physics education. In his answer Fielding used the term school building as a three-dimensional textbook of physics. Fielding was probably inspired by the article The Learning Environment as a Three-Dimensional Textbook by Ann Taylor [4] in which she wrote: Learning environments can be more educationally and optimally useful if the architecture of the built, natural and cultural environment can be used as a teaching tool. The structure itself and the surrounding landscape is not passive space but can be an active learning tool for the learning of physics, geometry, botany, and ecology. Teachers, students and parents learn to "read the environment," interact with and learn from it at many levels. Designers of the NUS School for Mathematics and Sciences in Singapore, whole-heartedly accepted the concept of a school as a 3D learning tool. They explored the innovative use of elements abstracted from scientific and mathematical concepts, which are then integrated into the total building form [3a]. Architects have been developing and implemented this concepts in particular in the direction of the so called sustainable design, defined by Fielding and Nair as: In a school setting, sustainable design becomes an excellent teaching tool. It can become a dynamic model to teach architecture, engineering, construction, and environmental science in harmony with nature [3b]. Ann Taylor recently published the valuable book Linking architecture and Education - Sustainable Designs of Learning [4]. From there side, physicists and astronomers proposed in the literature and implemented in schools [5-8] many cognitive installations and didactic patterns for an extended school space. These devices should stimulate observations, induce associations, inspire and support learning of physics, mathematics and natural sciences, and help active teaching. Kong et al. reported recently the results of qualitative case analysis conducted in Green School, Bali which they used in developing a design model for 3-D Textbook for Environmental Education. The primary motivation for this collaboration is to learn how to apply methods of visualization and the infrastructure of VISIONAIR project for further promoting and developing the idea of school as a 3D textbook book of science - working with Prof. Judy Dori and members of her team Dr. Shirly Avargil, Dr. Niva Wengrowicz and Dr. Galina Katsev. Using the technology of OPM and the science education knowledge built in my group as well as in Technion VisionAir lab, we would like to create a model that can determine and explain design principles for school as a 3D lecture book in general. More specifically, we would like to create a model in order to visualize the dependence of Earths illumination by the Sun on the inclination of Earths axis and parameters of its orbit using methods and the infrastructure of VISIONAIR, the Day Night Year Globe and the internal meridian - working with Prof. Judy Dori and Prof. Dov Dori. The creation process of this model and the OPM model itself would be an example of how to create hands-on experiments at schools and universities (see Ref. [1]). References 1.M. Bozic, Inspiring learning environment: The school as a three-dimensional textbook, Europhysics News, 44 (2) (2013) 22-26. 2. M. Bozic, L. Vuskovic, D. Pantelic, S. Nikolic and V. Majic, School architecture an physics education, The Physics Teacher 43 (2005) 604. 3. a) http://www.designshare.com/; b) P. Nair and R. Fielding, The Langauge of School Design, Design Patterns for 21st Century Schools (DesignShare, 2005) 4. Anne Taylor, The Learning Environment as a Three-Dimensional Textbook. Childrens Environments, 10 (2) (1993) 104-117. 5. M. Bozic and M. Ducloy, Erathostenes teachings with a globe in a school yard, Physics Education. 43 (2008) 165. 6. M. Bozic, M. Popovic and I. Savic, Out Classroom Installations for Learning Physics: Learning Environment, Proc. of BPU7, AIP CP1203, 1250 (2009) 7. a) A. Altamore et al., The Oriented World Globe at Roma Tre University, www.communicatingastronomy.org/cap2010/posters/aldoaltamorecap2010.pdf; b) L. Bartolini and N. Lanciano, Searching the Meridian at Liceo Visconti, in Galileo and the Renaissance Scientific Discourse, ed. by A.Altamore and G. Antonini (Edizioni Nuova Cultura, Roma, 2010) 8. Anne Tabor-Moris, Timothy Briles and Kathleen Froriep, Discovery Garden - Physics and Architecture Meet Outside to talk, The Physics Teacher 50 (2012) 95-97. 9. Anne Taylor, Linking architecture and Education - Sustainable Designs of Learning Environment (University of New Mexico Press, Albuquerque, 2010) 10. Seng Yeap Kong, Sreenivasaiah Purushothama Rao, Hamzah Abdul-Rahman, Chen Wang, Naziaty Mohd Yaacob, Ati Rosemary Ariffin, School as 3-D Textbook for Environmental Education: Design Model Transforming Physical Environment to Knowledge Transmission Instrument, The Asia-Pacific Education Researcher, 23 (1) (2014) 1-15.

Teams :
As a member of the Photonics center in the Institute of Physics. I have been doing research in quantum optics and leading two projects in physics education: Modern physics in research, education and application seminar for teachers accredited by the Ministry of education, science and technological development of Serbia and Inspiring environment for learning natural sciences (POKO). Institute of Physics is the coordinator of the project POKO. Partners are: Center for professional advancement of teachers, abac, Primary school Djordje Krstic, Belgrade, Mathematical gymnasium, Belgrade, Zemunska gymnasium, Center for talents Mihajlo Pupin, Pancevo, VI Belgrade gymnasium and Faculty of Civil Engineering, Belgrade. The project has been supported by Ministry of education, science and technological development, Serbia, the Center for promotion of science, Municipality Sabac, Swiss agency for cooperation and development, Network of centers for professional advancement of teachers, Serbia, private companies. Members of the team POKO published many papers in Serbian and international journals on education [1,2,5,6].

Dates :
starting date : 02 December, 2014
ending date : 11 December, 2014

Facilities descriptions :
http://visionair-browser.g-scop.grenoble-inp.fr/visionair/Browser/Catalogs/ECVL.IL.html

Recordings & Results :
We constructed an OPM model describing the Torricelli Educating Fountain. The figures below present the physical model of a fountain and the OPM model is described afterwards.

Conclusions :
We constructed an OPM model describing the Torricelli Educating Fountain. The figures below present the physical model of a fountain and the OPM model is described afterwards.




Project Images :

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Project funded by the European Commission under grant agreement 262044