Escaping the bottom of the energy well: Teaching that makes a difference

One way to think about teaching is to envision an energy well where we as the instructors are the particles. At times, we may find our teaching “trapped” in a stable but low-energy state. Overcoming the potential energy barrier requires an input of energy. Through my research in science education and teacher training, I suggest three shifts in our teaching practice that can make a difference in our students' education.

First, relevance matters. Students engage more deeply when science content relates to their interests. I will discuss research we have done in non-major lab courses to align the work with student career interests and highlighting modeling practices. Second, adopting constructivist teaching methods includes students in scientific sensemaking. I will present the research we are doing to engage our introductory astronomy students in the learning process. Lastly, integrating new and relevant technology can help break your courses out of long standing routines. I will present the research we are doing with our physics teaching majors to incorporate technologies like 3D printing and AI platforms into their instruction as a way to enhance science content. In summary, the journey to elevate our science teaching can parallel a particle’s escape from an energy well. By injecting our lessons with relevance, constructivism, and innovative technology, we can input the energy needed to break free from the confines of traditional pedagogy.