How will COVID-19 change how we teach physics, post pandemic?
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GUEST EDITORIAL
How will COVID‑19 change how we teach physics, post pandemic? Gerd E. Schröder‑Turk1,2 · Deb M. Kane3,4
© Australian Institute of Physics 2020
On 4 May 2020, the National Executive of the Australian Institute of Physics (AIP) and the chair of the AIP accreditation committee released a position statement entitled “Temporary replacement of face-to-face classes by online delivery in physics courses impacted by the COVID-19 pandemic”. This statement, which incorporates feedback by AIP members, is intended to inform a constructive open debate on the longer-term impacts—positive and negative—of the COVID-19 pandemic on physics education. As it looks certain that the COVID-19 pandemic will have profound and financial impacts on Australia’s tertiary sector, it appears timely for the physics community to articulate clearly what it values in its degree programs while also critically assessing the potential for positive change. This article is a reprint of the article with the same title published in Australian Physics, the magazine of the Australian Institute of Physics (Volume 57, Number 2, Apr-May 2020, p 8-10), reproduced with permission by the authors and the editors of Australian Physics. The statement is a joint statement developed by the AIP National Executive and the Chair of the AIP Accreditation Committee. It should be attributed to these committees rather than individual authors. * Gerd E. Schröder‑Turk g.schroeder‑[email protected] * Deb M. Kane [email protected] 1
Special Project Officer (Policy), National Executive, Australian Institute of Physics, PO Box 480, West Ryde, NSW 1685, Australia
2
College of Science, Health, Engineering and Education, Mathematics and Statistics, SMurdoch University, 90 South St, Murdoch, WA 6150, Australia
3
Chair of the Accreditation Committee of the Australian Institute of Physics, PO Box 480, West Ryde, NSW 1685, Australia
4
Macquarie University Photonics Research Centre and Department of Physics and Astronomy, Macquarie University, Sydney, NSW 2109, Australia
There can be little doubt that the COVID-19 pandemic and its secondary effects (such as on university finances) will have both immediate and also long-term implications for physics education. The sudden change to online delivery—expertly implemented by physics academics and teachers around the country—has sustained learning and student progression through the crisis. Yet it throws up questions, opportunities, and risks that will affect our educational practices long-term and thus warrants reflection. The National Executive of the Australian Institute of Physics (AIP) and the chair of the AIP Accreditation committee believe that these questions are of significance and urgency for our physics community, and have formulated a position statement, released in final form on 4 May 2020 [1]. The executive summary and the full statement are reproduced below. This article provides a brief description of the member consultation process and a call for members to continue to engage in this immen
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