Impact of Dynamic Learning in the Contemporary Physics Classroom

One of the most important and impactful pedagogical approaches to come from the field of modern education is dynamic or interactive learning. Defined as the intersection between traditional teaching, social networking and the integration of technology, dynamic learning provides students with more opportunities to play a more active role by participating in dialectics, asking questions and engaging with the course material, as compared to more passive traditional methods of teaching. This not only improves their retention and recall of the syllabus content, but also helps develop key skills such as teamwork and critical thinking while fostering stronger interpersonal student-teachers as well as peer connections. As we enter an era of rapid technological advancement and evolving educational practices, the field of teaching has seen a significant shift towards innovative and dynamic methods to engage students and enhance their learning experience. In the realm of physics education for class twelve students, it has become imperative for educators to adopt creative and effective teaching strategies that not only convey complex concepts but also spark curiosity and foster deeper understanding.

Cambridge International has very strongly incorporated the tenets of dynamic learning within their ethos, emphasizing the importance of students being able to apply their obtained knowledge in holistic and multifaceted contexts. A Cambridge learner is encouraged and primed to be confident in their knowledge, responsible for themselves as well as society as a whole, reflective as learners, innovative and equipped for future challenges, and engaged intellectually and socially.

As the A- Level Physics faculty at Prabhavati Padamshi Soni International Junior College, I developed various teaching methods that apply the concept of dynamic learning to imbibe these core values in every student.

Student-led demonstrations and experiments:

This method is used extensively within the classroom to practically explain key concepts within the course material. Students at the A level collaborated to create their own version of the well-known “Barton’s pendulums” using common laboratory apparatus to demonstrate the phenomenon of resonance in oscillating systems – that is, the increased vigour of swinging noticed within a series of several hanging light oscillators with different lengths, when their frequency of swinging matches frequency of an attached heavy oscillator. Any two oscillators of the same length will have the same frequency. 

Resonance was also demonstrated by playing a Casio and comparing the different frequency graphs in a cathode ray oscilloscope which displays different graphics for sounds of different pitch.

Students were tasked to ideate, materialize and demonstrate their own practical examples of Centripetal Force (the force that keeps revolving objects moving in a circular path) in action.

Students also understood the Law of Conservation of Energy with an oscillating pendulum and a pyramid made of paper cups. The pyramid breaks if the law is violated.

The act of physical observation via the pendulum demonstration provides an easily retained real-world example that students can use as a reference for a deeper and more nuanced understanding of the theory and calculations behind the phenomenon; and collective learning fosters a sense of teamwork that proves to be a very important skill in the professional, academic and research industries. Students creating and presenting their own models sparks a sense of innovation and creativity, encouraging them to apply their understanding of the course material in a tangible and reliable manner.

Peer teaching and Group work:

An education method that helps students solidify their knowledge by teaching each other, is also an effective tool that is often employed in the PPSIJC classroom.

Students at the A- level taught the concept of forces and turning effects to their fellow students at the AS level using a highly technological approach, incorporating digital presentations, interactive quizzes and competitive serious games within their lesson plan.  

Ex-students also conducted guest lectures for students at the A level, presenting and discussing model solved past papers to provide valuable insight and useful strategies to approach Paper 5: Planning, Analysis and Evaluation, a highly important part of the A- level syllabus.

Peer teaching proves extremely helpful to both the “teachers” and the “students” involved in the process in different manners. Students that are tasked to instruct their peers not only build confidence in their knowledge of the course material they teach, but also hone their research and evaluation skills through their preparation of a lesson plan and the fielding of unique questions and doubts posed by their “students”. Encouraging peer teaching and collaborative group work can create a dynamic learning environment where students actively engage with the material and learn from each other. By working in groups, students can exchange ideas, explain concepts to their peers, and collectively solve problems, promoting a sense of camaraderie and shared learning experience. It also cultivates an environment of mutual respect, gratitude, and progress. 

To conclude, dynamic learning empowers students to actively engage with course material, enhancing retention and fostering vital skills like critical thinking and teamwork. Cambridge International exemplifies this approach, utilizing methods like student-led experiments and peer teaching to cultivate confident, reflective, and innovative learners equipped for future challenges. By harnessing the power of technology, active learning strategies, and collaborative approaches, educators can inspire a new generation of physicists and instil a lifelong passion for the wonders of the physical world. Let’s embrace the spirit of innovation and creativity in teaching to shape the minds of tomorrow’s scientific leaders.

Shanta Chowdhury

Physics Faculty- Prabhavati Padamshi Soni International Junior College

Cambridge Assessment International Education

 Note: Please view the attached link:

https://drive.google.com/file/d/1_CYb75QJ6Mm51b1jieSPoX_XVaxFONj3/view?usp=sharing