Teaching is rewarding but lot of hard work for new teachers. It makes it more difficult for immigrant teachers who speak English as a second language. I will address different teaching practices in Sri Lanka in comparison to the US. Physics is a natural science where there are many real-world examples that one can bring into the classroom when teaching a certain Physics concept. However, this can be challenging if you are a person who didn’t grow up in the US. In my personal story, I will address the challenges I have faced and also my successes, how I was able to incorporate my traditional background and language into teaching and relationship building which is often difficult for some non-American teachers. I will also address actions I have taken to improve my teaching and to adapt to US styles of teaching and learning. 

Inquiry-Based Learning is a trend in science classrooms. However, bringing Inquiry-Based Learning to Colombian classrooms has been a slow process. Most of the professional development programs for teachers in Colombia are large, short-duration workshops with very ambitious goals and with a focus on tools (such as Moodle, sensors in smartphones, etc.). Only a few workshops are about methodologies, and most of these are focused on theory with reduced context. 

Over the past few years, we have designed and delivered teacher workshops in several Latin-American countries, as well as the United States, to support teachers to integrate Inquiry-Based Learning. This presentation will summarize insights from these experiences and discuss the design of a new teacher professional development program to support teachers in Antioquia, Colombia in the adoption and implementation of Inquiry-Based Learning methodologies in K12 science classrooms. The activities designed include the use of free PhET simulations and low-cost experiments.

Asian/Asian American physics students lack ample representation in physics identity studies and in the broader STEM sociological literature. This may be due to their perceived “overrepresentation,” the “model minority” myth, or their treatment as monolithic. These misconceptions obscure the diversity amongst Asian students. How do these students understand and form their physics identity? Through in-person interviews, we have gathered data on the experiences of self-identifying Asian/Asian American undergraduate physics majors. For our analysis, we draw from previous physics identity research and use the Critical Physics Identity framework developed in a recent paper on Black physicists’ identities.¹ We present results from the Ideational Resource code and emergent codes generated from the data, such as Transnational Context and Asianization.

Standards based reform has been one prominent feature of the current educational landscape in the US since 1980s. High-stakes testing (HST) is key to the administration of standards as it holds schools accountable to meet the standards, changes the behavior of teacher and students in desirable ways, and monitors student achievement required by standards. High-school physics education (HSPE) in China is driven by the HST of college entrance examination, also known as Gaokao. I will compare HSPE between the US and China in reference to sample questions from Gaokao in China and their counterparts in the US. I will illustrate how HSPE in the two systems prepare students for the tests. Finally, I will analyze the longitudinal impacts of the two systems on students’ physics learning in college. I intend to give an insight into what is taught and how it is taught about physics in an HST-oriented context.

Drawing on personal experience of teaching Physics in the former Soviet Union, in the inner city St. Louis, and in AP Centers in China comparison of method, environments and students are discussed. Challenges and advantages of different environments are compared.