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Tag Archives: PHEC

Another packed programme of presentations this year, here are the highlights of some of them:

Ifan Hughes (Durham) spoke about the use of interactive screen experiments and the role of pre-lab tasks to increase the efficacy of the time students spend in laboratories.

Steve Hanson from the Centre revealed some preliminary findings from the soon to be published data on graduate skills in physics, based on detailed interviews with new graduates from around the UK (there will also be corresponding data published on chemistry and forensic science.)

Simon Bates (Edinburgh) reported on the shift there from years of recruiting undergraduates to now being able to select students and the challenges this has brought.

Vijay Tymms (Imperial) looked at whether repeated testing (at school) was leading to a shift from intrinsic to extrinsic motivation in students.

Fredrick Floether (Cambridge), our Student Award winner, spoke about his experiences as an undergraduate. He noted the movement towards documents existing only in electronic form (and the possible advantages of this), more use of animations and use of mobile devices. He noted the increase in online learning, the encouragement of students to take learning into their own hands and increasing interdisciplinary nature of science courses. Also highlighted was the increasing internationalisation of higher education, with students flowing in more directions around the globe in pursuit of their education but also the possible bifucation of students into those who attend a campus and those who teach themselves from online resources.

Dick Bacon from the Centre introduced the new adaptive questions that are now available in Question Bank with a call to try them and perhaps submit more to the collection.

Ross Galloway (Edinburgh) spoke about work with students whose coursework scores were significantly higher than their exam scores. These tended to be students whose qualifications were non-UK and who had taken a gap year, and interviews had shown that they had unrealistic ideas about exam preparation and the time it would take. Interesting, merely interviewing students about this appeared to have the effect of improving their subsequent exam performance, though no other intervention had been made.

Sally Jordan (OU) presented details of work on computer assessment of short-answer questions. She emphasised the importance of modeling answers on the real answers of students, rather than those of staff who answer questions differently. The unintended consequence of this has been the greater understanding of the ways students interpret questions which has been used to improve question.

Ross Galloway (Edinburgh) held a workshop on data handling skills. Discussion amongst the participants revealed the following:  teaching such skills tends to be concentrated in the early years and it is hard to convince  students are they should do some data analysis during the experiment as they would rather do it afterwards once the experiment is complete. At Edinburgh it was found that once teaching data handling skills stopped, improvement stopped also; students appeared not to pick up skills without support.

Robert Francis (NTU) detailed an archeo-astronomy project that was being used with school and university groups. A virtual field trip was built to enable pupils/students to be able to make the most of their field work.

Marialuisa Aliotta (Edinburgh) reported on the use of scoring rubrics, use of which students felt led to reduced variation and fairing marking.

Lynn Moran (Liverpool) spoke about outreach work which had grown from an informal grouping of students and had worked on tackling negative views of science.

I couldn’t comment on every session I attended and, because of the large number of parallel sessions, I saw only a fraction of what was on offer at this conference.

Here are just a few highlights for me:

Dean Zollman spoke about the Pathway project where expert teachers have been recorded giving advice that they would offer to other teachers on a range of popular teaching topics. These soundbites are then presented in the form of a database for others to interrogate using natural language questions. (

Robert Lambourne spoke on glossaries particularly relational glossaries. He pointed out that physics can be a challenge both in terms of the number of new terms that are introduced during a course and also how words from everyday language may have a distinct meaning in physics.

Antje Kohnle presented a study on students’ conceptual understanding of quantum mechanics, and work on investigating the reasoning behind students’ incorrect answers to questions.

Hans Niederrer linked the raising of student motivation with the concept of student ownership of learning. Indicators of a motivated student where that they exercised choice over what they did, applied effort and were persistent. To support this the teacher had to listen and help but not take over.

Els de Wolf had me ready to sign up for a life chasing neutrinos, and not simply based on the Mediterranean location of the experiment.

Elizabeth Swinbank talked to us about, amongst other things, the physics of bungee jumping as an example of teaching physics in the real world and also the Perspectives on Science course: one on the philosophy, history and ethics of science without predefined content, examined by project work.

Erik Johansson talked about the ATLAS project and its outreach programme. As well as teacher master classes that have been held across Europe there are also sophisticated programmes based on ATLAS available to teaching staff and students through the website (

Steve Swithenby spoke on brain imaging including a contrast of the brain activity of experts and non-experts when solving problems.

Pavel Antonov illustrated a simple student experiment whereby turbulent flow was initiated on the surface of a soap bubble.

Phil Scott caused many a sharp intake of breath when he revealed the results of a test question on forces that had been given to (non-specialist) school physics teachers, but also showed what could be achieved with a small amount of specialised help.

Josip Slisko was an excellent final speaker beginning with errors in well-respected and oft recommended textbooks, and then moving on to many examples of textbook questions describing impossible or nonsensical situations. There was much laughter, especially when we viewed a video that a student had made trying to recreate one of these questions ( but the comments that followed from students having met this kind of question was a reminder that whilst homour is good, you need to take care that you do not inadvertently make your subject look ridiculous. Slisko made a suggestion that we collectively gather erroneous material and nonsensical questions in textbooks: he has convinced me that this is serious.

Watch the GIREP website for copies of presentations being made available in the near future (

And to anyone I told that the game of throw-the-toy-rat-through-the hoop that children were playing during our visit to Warwick Castle, was based on an old English tradition, this was in fact a joke… we used to use weasels.