The SUPERCOMET Project
- developing new educational material for upper secondary physics
Vegard Engstrøm, Lars Meisingseth, Simplicatus AS, Norway
Sara Ciapparelli, Istituto Tecnico Commerciale Statale ‘Enrico Tosi’, Italy
Abstract
According to the Physics On Stage conference at CERN, Geneva in November 2000, there is
a crisis in physics education, and a need for revitalization of physics teaching. The
SUPERCOMET project started in December 2001 and runs until June 2004 with financial
support through the EU Leonardo da Vinci programme. SUPERCOMET targets on-the-job
training of physics teachers through offering a new toolkit for inspiring and encouraging
pupils to learn exciting physics in a non-traditional fashion.
Combining modern pedagogical methods (e.g. collaborative learning and student-centered
problem solving) with computer animations, the SUPERCOMET project aims to develop a
computer application that will connect the intriguing phenomenon of superconductivity with
the curricula subjects of upper secondary schools in several countries. An accompanying
teacher’s guide and in-service teacher training seminar will ensure that the developed tools
and methods are successfully implemented.
The MPTL 8 conference in Prague provides an excellent opportunity for dissemination of the
newly developed materials, as well as a chance to get feedback from discussion in the
workgroups regarding methods and tools used in the project. First and foremost, it is the
prototype of first e-module of the computer application that is presented at the MPTL 8
conference. The teacher guide and the teacher seminar are still under development, as are the
remaining e-modules relating the physics curriculum with superconductivity.
In the fall of 2003 and spring of 2004, some of the existing partners will apply to the EU
Leonardo da Vinci programme for funding of a continued development and dissemination of
the materials and results of the SUPERCOMET project. The aim is to have partners in 15-20
countries, in order to translate and adapt the contents to a large number of languages and
national curricula. If your institution might be interested in joining the follow-up project,
please contact the project Coordinator Simplicatus via email no later than 1 February 2004,
in order to discuss the possibility of becoming a partner before the full application deadline.
Products and quality assurance
The SUPERCOMET project is developing three related products, in order to offer a
combined concept for improving the quality of physics teaching. These products – a
computer application, a printed teacher guide and a teacher seminar – constitute the main
outcomes of the SUPERCOMET project, in addition to the international network of partners
and reference group members that has been established throughout the project.
Reference groups are important in relation to the dissemination and feedback on the quality
of the products. Partner institutions have nominated candidates for reference groups during
the first phase of the project. These candidates will be contacted during the second phase of
the project, when reference groups are set up and products will be available for review by the
reference group members.
The products will also be tested as part of the development process. The computer
application will be tested on pupils in a classroom situation, in cooperation with teachers at
partner institutions, while the teacher guide and the teacher seminar will be tested on
teachers. As partner institutions include teacher education faculties, the possibility for
arranging tests of the materials being developed during the project is being utilized.
The Institute of Education at the University of London has the important role of Project
Evaluator, ensuring that quality assessment routines are properly enforced, and providing an
evaluation of the overall quality of the project for the final report that will be delivered to the
EU officials of the Leonardo da Vinci programme at the end of the project.
Computer application
SUPERCOMET aims to combine modern pedagogical methods (such as collaborative
learning and student-centered problem solving) with a highly interactive computer
application. The intriguing phenomenon of superconductivity will be connected with the
curricula subjects of upper secondary schools in several countries.
This computer application will provide teachers with useful materials for different
approaches to teaching the physics curriculum, whether they choose a more traditional
approach (using the multimedia materials to complement existing textbook pictures,
overhead slides and video cassettes in order to illustrate regular classroom talks), a more
ICT-based approach (allowing pupils to work independently with this and other ICT
resources in a computer lab rather than relying solely on textbooks), a scenario-based
approach (where pupils use ICT-based and conventional resources to analyze a certain
scenario, e.g. one of those presented in our computer application) or a laboratory-based
approach (where pupils use the provided virtual laboratories to supplement/augment their
experiences in a real physics laboratory).
Some keywords for the computer application:






Interactive (learning by doing)
Animated (better understanding of concepts)
Differentiated (designed for different cultures)
Relevant (to syllabus/curriculum topics)
Motivating (physics has developed)
Meaningful (everyone should learn something)
Some learning goals associated with the computer application:
•
•
•
•
•
•
•
Theory is related to evidence
Practical applications of physics phenomena
Technological implications of discovery
Communication of scientific ideas
Relationship between physics and everyday life
Connections between different fields of physics
The process of gaining new scientific data
A brief outline of the contents in the computer application:
•
Modules covering important topics from the physics curricula
•
•
•
•
•
Explanation of superconductivity, its history and applications
Interactive animations that enhance understanding
Virtual Laboratories where pupils can experiment
Scenarios where pupils take on different roles
Teacher guide with teaching suggestions and sample lessons
The computer application is divided in modules. The modules will be self-contained for use
in Learning Management System (LMS) environments that more and more schools are
beginning to use. The CD-ROM is however also designed to function as a stand-alone
application. The modular structure also makes it easier for teachers to find appropriate
materials in order to augment their classroom discussion of the subject topic to be focused.
In addition to the modular structure of the application, extensive use of animations and
quizzes, along with a glossary of important terms plus a FAQ section will help pupils explore
and develop their understanding of subject matter. The application also contains a search
engine, as well as some literature references and links to useful online resources at the time
of development. A planned online FAQ service will also provide updated information on
links and answers to feedback from users of the application.
Teacher guide and teacher seminar
In addition to the computer application, the project aims to develop an accompanying
teacher’s guide and an in-service teacher seminar that will assist in the successful
implementation of the developed tools and methods. The seminar and the guide will facilitate
the use of the computer application in appropriate settings, helping teachers to develop a
keen instinct for how to combine traditional methods and materials with modern approaches
and resources in their physics teaching.
Some keywords for the teacher guide:
•
•
•
•
•
Tempting (easy to open up and begin reading)
Practical (index, keywords, readability, design)
Time-saving (example lesson plans)
Modular (easy to find relevant contents)
Inspiring (how to use ICT in teaching)
A brief outline of the contents in the teacher guide:
•
•
•
•
•
•
Technical information
Connection with national curricula
Motivation for choosing superconductivity
Motivation for using the computer application
Overview of modules, virtual laboratories and scenarios
Sample lessons
Some keywords for the teacher seminar:
•
•
•
Educating (technological and scientific literacy)
Integrating (connecting different subject areas)
Authoritative (explaining superconductivity)
•
•
•
Reassuring (self confidence for managing change)
Safe (try out ICT tool first without pupils)
Fun (experiments and demonstrations)
A preliminary outline of the teacher seminar contents:
• Get acquainted with the teacher guide and the computer application
• Introduction to and motivation for choosing superconductivity
• Connection with national curricula
• Overview of modules, virtual laboratories and scenarios
• Pedagogical aspects of ICT in physics teaching
• Sample lesson – using the teacher guide with the computer application
Project
The SUPERCOMET project started in December 2001 and will be completed in June 2004,
according to the original plans. At the time of writing, it is however likely that the project
will be extended by 6 months, in order that it will be completed by December 2004. Financial
support through the Leonardo da Vinci programme phase II of the European Union amounts
to 75% of the project’s total budget of approximately € 650 000, and will not be affected by a
potential extension of the project duration.
According to the Physics On Stage conference at CERN, Geneva in November 2000, there is
a crisis in physics education, and a need for revitalization of physics teaching. The situation
is being addressed by several conferences in the field of physics education, amongst them the
biannual GIREP conferences and biannual GIREP seminars, as well as the Physics On Stage
II and Physics On Stage III conferences (the latter one to be held in November 2003).
Combining modern pedagogical methods (e.g. collaborative learning and student-centered
problem solving) with computer animations, the SUPERCOMET project aims to connect the
intriguing phenomenon of superconductivity with the curricula subjects of upper secondary
schools in several countries. An accompanying teacher’s guide and in-service teacher
training seminar will ensure that the developed tools and methods are successfully
implemented.
Existing computer graphics and animations have been developed through previous projects at
NTNU and Simplicatus, focusing on the general dissemination of superconductivity research.
These resources are made available for the SUPERCOMET project, allowing for a flying
start with respect to the extensive use of graphics in order to visualize the (usually) invisible
physical phenomena of electricity and magnetism, as well as connecting with important
curriculum subjects like the particle model of matter and energy transfer.
Partnership
A diverse and competent partnership from four European countries has been assembled in
order to tackle the ambitious goals of the project. A parallel process of research and
development along three “production lines” is carried out in order to deliver the targeted
products according the planned time schedule. Throughout the project, thorough testing will
be carried out at locations north, south, east and west in Europe.
The SUPERCOMET partnership consists of three universities, two secondary schools and
one publishing house in addition to Simplicatus. The seven partners are located in the
countries Norway, Italy, Slovenia and UK, providing a diverse geographical and cultural
background. The partners are:
1.
2.
3.
4.
5.
6.
7.
Norwegian University of Science and Technology (NTNU), NO
Simplicatus AS, NO
Istituto Tecnico Commerciale Statale ‘Enrico Tosi’, IT
Zanichelli Editore Spa, IT
Katedralskolen i Trondheim, NO
Faculty of Education, University of Ljubljana, SI
Institute of Education, University of London, UK
(Contractor)
(Coordinator)
(Evaluator)
The partners complement each other with competency in areas such as pedagogy,
superconductivity physics, computer science, physics education, software engineering,
teaching, publishing, ICT-based learning and teacher training.
The previous eighth partner – Edinburgh's Telford College, UK – had to withdraw from the
project in August 2003 due to reorganization of their internal structure and changes of
personnel. This situation requires a redistribution of tasks and budget funds among the
remaining partners in order to continue the project as planned. The project management
remains assured that the project will still be able to reach its ambitious goals.
SUPERCOMET II
In the fall of 2003 and spring of 2004, some of the existing partners will apply to the EU
Leonardo da Vinci programme for funding of a continued development and dissemination of
the materials and results of the SUPERCOMET project. The aim is to have partners in 15-20
countries, in order to translate and adapt the contents to a large number of languages and
national curricula.
An important objective of the follow-up project is to handle the challenges of localization
and cultural adaptation necessary to make successful translations of the produced materials.
The teacher seminar will be offered in as many European countries as possible, depending on
how many teacher training institutions that choose to participate in the project.
Ultimately, the ambitions of the SUPERCOMET II project is to help increase the competence
of European physics teachers in relation to contemporary physics and modern pedagogical
methods. This must be accomplished in cooperation with existing organizations like GIREP,
ICPE and EUPEN, to mention a few.
Based on the ambitious aims for the SUPERCOMET II project proposal, a competent and
diverse partnership must be assembled. Physics teacher training institutions from each
partner country will be needed as partners for adapting and further developing the teacher
seminar and the teacher guide, plus quality assurance of the computer application. Also,
upper secondary schools will be needed for testing purposes, as well as content developers
for several new modules of the computer application. Finally, publishers and educational
authorities will be important as reference group members with regard to product
dissemination and implementation of the project outcomes on a national level.
If your institution might be interested in joining this follow-up project, please contact the
project Coordinator Simplicatus via email no later than 1 February 2004, in order to discuss
the possibility of becoming a partner before the full application deadline.