arXiv:1409.7989
NRF2011-EDU001-EL001 EduLab Project Scaling-up Reflections on Using Open Source Physics
Scaling open source physics in schools
Open Source PhysicsScalingEduLab
Research Digest
This paper is a reflection on scaling Open Source Physics work beyond isolated lessons. Its practical value is in the conditions for adoption: teacher ownership, editable resources, community sharing, and examples that match syllabus needs.
Use It Tomorrow
Use it as a planning reference for departments adopting simulations: start small, collect teacher feedback, and build a reusable lesson bank.
Pedagogical Move
Treat each simulation as an editable lesson design, not a fixed product.
Student Agency
Frame the task so students work like young scientists: they choose or justify the variable to test, make a prediction, collect evidence, defend a claim, and decide how to improve the model or investigation.
Discussion Prompts
- What evidence does the model, video, or activity make visible?
- Which variable should students change first, and what should they keep constant?
- What claim can students make from the evidence, and what limitation should they acknowledge?
Reveal suggested answers
- Evidence: The scaling reflection makes adoption evidence visible: teacher ownership, classroom examples, editable resources, and sharing practices across schools.
- Variable: Change the implementation context first, such as class level or syllabus need; keep the open-source principle and pedagogical intent fixed.
- Claim: Teachers can claim that scalable OSP use depends on adaptation and community sharing, while acknowledging that local support and curriculum fit affect uptake.