Mint symposium

Tor Ole Bigton Odden, University of Oslo

Title: We Are All Cyborgs Now: Teaching Physics with AI

Abstract: Generative AI is here to stay. For physics educators, the question isn’t whether to use it, but rather how. In this talk I will reflect on the opportunities and challenges of integrating AI into physics education. I’ll present a framework based on epistemic agency, illustrating how AI can support students in physics sensemaking and problem-solving, and how misuse can undermine the productive effort of learning. I will also touch on both practical principles and ethical considerations for teaching physics in this new, hybrid human-machine world.

Bio: Tor Ole Bigton Odden is an associate professor of physics education research at the Center for Computing in Science Education at the University of Oslo, Norway. He uses ideas from physics and educational research to study how people learn, how machines learn, and how machines can help people learn. Tor holds a PhD in science education research from the University of Wisconsin-Madison, where his dissertation work focused on how physics students make sense of abstract or tricky physics concepts.

Zhongzhou Chen, University of Central Florida

Title: Re-thinking and Redesigning Physics Assessments in the Age of AI

Abstract: Coming soon

Bio: Zhongzhou Chen earned his PhD in physics from University of Illinois Urbana Champaign in 2012, specializing in physics education and multimedia learning. In 2013 he joined the RELATE group at MIT as a postdoc, conducting educational research in Massive Open Online Courses (MOOCs) on the edX platform, mentored by Prof. David Pritchard. His research focuses on utilizing cutting-edge technology, especially Artificial Intelligence and Machine learning, to develop novel STEM instructional and assessment tools and quantitatively measure their impact on students' learning behavior and learning outcome. More recently he is interested in rethinking, redesigning and reforming physics and STEM education in the era of Generative AI.

Saalih Allie, University of Cape Town

Title: Towards a Unified Cognitive-Emotional Framework in Physics Education Research

Abstract: Coming soon

Bio: Saalih Allie is a Professor Emeritus at the University of Cape Town, where he has held joint positions in the Department of Physics and the Academic Development Programme since 1986. He holds a PhD in experimental nuclear physics from the University of Cape Town. Besides extensive research experience in PER he has also been the Co-Director of the National Astrophysics and Space Science Programme (NASSP) in South Africa. The spectrum of his activities includes issues of underrepresentation, access and throughput with regard to South African students from socially and educationally disadvantaged backgrounds. The broad focus of his present research includes probing student engagement in physics and astronomy including laboratory work, measurement and uncertainty, electricity, basic astronomical concepts, and immersive environments. He has a particular interest in the roles of context and language from a broad cognitive science perspective. He has previously been a Mandela Fellow at Harvard, a SHARE Fellow at Penn State University and also represented South Africa on the International Commission on Physics Education (2009-2011).