Commit 22da9874 authored by Gabriel Szász's avatar Gabriel Szász
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# LaTeX temporary files
*.aux
*.out
*.log
# a0poster temporary files
a0header.ps
# Output file
/*.pdf
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A poster on topic "IWSSP - A Curious Science Education Experiment"
------------------------------------------------------------------
* Gabriel Szasz [1]
[1] Department of Theoretical Physics and Astrophysics, Faculty of Science,
Masaryk University, CZ-611 37 Brno, Czech Republic
## Abstract
We summarize the science education experiment carried out by Department of
Theoretical Physics and Astrophysics at Faculty of Science, Masaryk University
in Brno, in year 2008. The experiment was conducted in by a T.A. of the
“Introduction to Physics of Stellar Systems” course. The enrolled undergraduate
students were enforced to make a contribution to the workshop named
“International Workshop on Stellar System Physics” (IWSSP). Workshop topics
thoroughly covered part of the mandatory curriculum, thus it was still valid
part of the classes; nevertheless, the form of IWSSP mimicked real international
scientific workshop. This sudden change of the whole frame of reality had
remarkable impact on students’ engagement and also their understanding of the
subject. Due to outstanding success, the experiment was repeated in 2010, with
the same positive outcome. Unfortunately, IWSSP has never become genuine part
of the curriculum.
## E-print releases
* [v1.0](https://github.com/gszasz/iwssp-poster/releases/tag/v1.0)
## Credits
Both `iwssp-poster.tex` and `chicagodis.sty` were derived from the `jinegal`
LaTeX project created by Jiri Krticka available at:
* http://physics.muni.cz/~krticka/jinegal.tgz
% -*- LaTeX -*-
%% chicagodis.sty: Style file for poster references.
%%
%% Copyright (C) 2016 Gabriel Szasz <gszasz@physics.muni.cz>
%%
%% Derived directly from:
%% chicagodis.sty: See <http://physics.muni.cz/~krticka/jinegal.tgz>.
%% Copyright (C) 2006 Jiri Krticka <krticka@physics.muni.cz>
%%
%% This file is part of the iwssp-poster LaTeX project.
%%
%% The iwssp-poster LaTeX project is free software: you can redistribute it
%% and/or modify it under the terms of the GNU General Public License as
%% published by the Free Software Foundation, either version 3 of the License,
%% or (at your option) any later version.
%%
%% The iwssp-poster LaTeX project is distributed in the hope that it will be
%% useful, but WITHOUT ANY WARRANTY; without even the implied warranty of
%% MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General
%% Public License for more details.
%%
%% You should have received a copy of the GNU General Public License along with
%% the iwssp-poster LaTeX project. If not, see <http://www.gnu.org/licenses/>.
%%
%%
%% The original 'chicagodis.sty' was derived from 'chicago.sty' style.
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%%
%% iwssp-poster.tex: A poster by Gabriel Szasz on topic "IWSSP -- A Curious
%% Science Education Experiment" presented on ``Ernst Mach: Life, Work and
%% Influence'', June 15-18, 2016, Vienna, Austria
%%
%% Copyright (C) 2016 Gabriel Szasz <gszasz@physics.muni.cz>
%%
%% Derived directly from:
%% jinegal.tex: See <http://physics.muni.cz/~krticka/jinegal.tgz>.
%% Copyright (C) 2006 Jiri Krticka <krticka@physics.muni.cz>
%%
%% This file is part of the iwssp-poster LaTeX project.
%%
%% The iwssp-poster LaTeX project is free software: you can redistribute it
%% and/or modify it under the terms of the GNU General Public License as
%% published by the Free Software Foundation, either version 3 of the License,
%% or (at your option) any later version.
%%
%% The iwssp-poster LaTeX project is distributed in the hope that it will be
%% useful, but WITHOUT ANY WARRANTY; without even the implied warranty of
%% MERCHANTABILITY or FITNESS FOR A PARTICULAR PURPOSE. See the GNU General
%% Public License for more details.
%%
%% You should have received a copy of the GNU General Public License along with
%% the iwssp-poster LaTeX project. If not, see <http://www.gnu.org/licenses/>.
%%
\documentclass[a0,portrait]{a0poster}
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\begin{document}
%\pagecolor{smolkova}
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
%\begin{textblock}{15}(0,0)
%\psframe[fillstyle=gradient,gradbegin=smolkova,gradend=blue,%
% gradmidpoint=0,gradangle=0,linestyle=none](-200,-200)(300,500)
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\begin{center}
\Title{IWSSP -- A Curious Science \\[0.7ex] Education Experiment}
\end{center}
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{14.4}(0.3,2.2)
\begin{center}
\LHead{Gabriel Sz{\'{a}}sz}
\end{center}
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{14.4}(0.3,2.7)
\begin{center}
\Subhead{Department of Theoretical Physics and Astrophysics,
Faculty of Science, Masaryk University,
CZ-611 37 Brno, Czech Republic}
\end{center}
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{12.6}(1.2,3.7) \Subhead{Abstract:} We summarize the science
education experiment carried out by Department of~Theoretical Physics
and~Astrophysics at~Faculty of Science, Masaryk University in Brno, in~year
2008. The experiment was conducted in by a~T.A. of~the ``Introduction to
Physics of Stellar Systems'' course. The enrolled undergraduate students were
enforced to make a contribution to~the~workshop named ``International Workshop
on Stellar System Physics'' (IWSSP). Workshop topics thoroughly covered part
of the mandatory curriculum, thus it was still valid part of the classes;
nevertheless, the form of~IWSSP mimicked real international scientific
workshop. This sudden change of~the whole frame of reality had remarkable
impact on students' engagement and also their understanding of the subject.
Due to outstanding success, the experiment was repeated in 2010, with the same
positive outcome. Unfortunately, IWSSP has never become genuine part
of~the~curriculum.
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{4.8}(0.0,5.5)
\section{\color{DarkBlue}Introduction}
Department of Theoretical Physics and Astrophysics at Faculty of Science,
Masaryk University in Brno is constantly trying to improve traditional science
Education. Nevertheless, despite our the effort, focus and interest of the
students undergoes constant decay. Luckily, the Faculty of Science co-organised
the ``Brno Days of Ernst Mach'' conference in 2008. This event has inspired us
to try some unortodox techniques based on Machian epistemology.
The same year we tried to change one of our core courses in astrophysics, called
``Introduction to Physics of Stellar Systems'', designed for undergraduate
students of the second year of study. As we were not confident to modify whole
curriculum, we changed only one month of T.A. classes.
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{4.8}(5.1,5.5)
\section{\color{DarkBlue}Implementation}
Experiment was conducted by a T.A. of the course. The undergraduate students
enrolled in the course were enforced to make a contribution to the workshop
named ``International Workshop on Stellar System Physics'' (hereafter IWSSP).
Workshop topics thoroughly covered one month of the mandatory curriculum, thus
it was still valid part of the classes. Nevertheless, the form of IWSSP
mimicked real international scientific workshop, as it included an announce
poster, Web site, small registration fee, name badges, session chairs, panel
discussion, invited talks, poster sessions, coffee breaks, social event, and
also the proceedings.
We asked visiting students from abroad to give an invited talk at the IWSSP to
provide real international experience to the Czech and Slovak students enrolled
in the course. The coffee breaks and social event were available only for
``participants''; however, all sessions were opened to public. At the end of
each session all people in the audience were asked to evaluate the speakers and
the session chair. This anonymous evaluation was the base for the final grade
of the students.
The form of individual contributions were up to students themselves. Those who
were unable to attend the workshop were asked to send a poster. The others
could prepare an oral presentation and/or a poster. This freedom of choice lead
to vast variety of contributions.
We also introduced an actual topic for panel discussion that was part of the
workshop. Selected students were assigned into three groups to form separate
panels. We asked the groups to work independently on assigned partial
problems. All panels presented their resolutions during joint discussion that
was opened to public. This approach brought many alternative points. At the
end, students had to drive their debate to the single conclusion.
All these details provided almost real-life experience that was supposed to
change the frame of perception.
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
%\begin{textblock}{14.4}(0.3,9.4)
%\begin{center}
%\section{\color{DarkBlue}Comparison of calculated and observed wind parameters}
%\end{center}
%\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{4.8}(0.0,10.2)
\begin{center}
\resizebox{0.9\hsize}{!}{\includegraphics{Ernst_Mach_Innenperspektive.png}}
\end{center}
\vspace{-18mm}
\section{\color{DarkBlue} Rationale}
Central Machian insight that perception is always relational and constructed
lies at the origins of {\em Gestalt Theory} (Ehrenfels,
\cite{ehrenfels}). According Mach, sensations are not simply raw experiences,
but the interaction of experience with a pre-formed cognitive structure.
Experience requires an {\it a priori}, but that {\it a priori} is itself formed
by experience.
When we want to apply these principles to the science education, we need to
deliberately change either the environment or the form of the education process.
Such an unexpected transformation provides an experience that is a prerequisity
to gain new cognitive experience.
Teacher cannot just switch the subject being taught into different
context. Student's mind has to receive an experience that makes him/her ready to
{\it accept} the different point of view. We have decided to achieve this by
switching the roles of student and teacher. In theory, at the moment when
student is no longer a passive consumer, he/she is naturally motivated to dive
deeper into the problem.
By combination of the role swapping and immersive environment change, we should
receive an extensive synergic effect that has potential to affect congnitive
perception of whole group of students.
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{4.8}(5.1,15.6)
\section{\color{DarkBlue}Conclusions}
The IWSSP had indeed remarkable impact on students' engagement and also their
understanding of the subject. Although all participating students were aware
that it was just an exercise, their engagement attracted attention of the other
students and professors who attended the workshop sessions and discussion. We
can conclude that the experiment has clearly confirmed our hypothesis. Due to
the remarkable success, the IWSSP was repeated in 2010, with the same positive
outcome. Unfortunately, it has never become genuine part of the curriculum.
\end{textblock}
%-----------------------------------------------------------------------
%+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
\begin{textblock}{4.8}(10.2,9.1)
\begin{center}