Increasing student science, technology, engineering and mathematics engagement through phyphox activities: Three practical examples

Abstract

AbstractFor decades, educators in science, technology, engineering and mathematics (STEM) have strived to break the vicious circle of student disengagement at both secondary and post‐secondary levels. Despite the widespread availability of technologies like smartphones, STEM pedagogies have largely remained unchanged. Too often, students learn STEM theoretically with little hands‐on experience or opportunities to engage in authentic, research‐like activities. Modern smartphones can offer unprecedented opportunities for active STEM learning, but can also serve as distractors. Therefore, it is essential for teachers to acquire the pedagogical knowledge to harness these powerful tools effectively. This paper explores the potential of integrating smartphones into physics labs to enrich STEM learning. By leveraging smartphones' advanced capabilities for experimental design, data collection, and analysis, we have implemented a smartphone‐enhanced pedagogical approach in secondary physics classes and province‐wide Physics Olympics. We also implemented smartphone‐enhanced STEM pedagogies in teacher education. Our initial pilot study has yielded promising outcomes: enhanced student engagement in physics and deeper conceptual understanding. To advance this initiative, we propose structured teacher mentorship and professional development, empowering STEM educators to seamlessly integrate smartphones into their teaching. By embracing these modern educational tools, adopting evidence‐based pedagogical approaches, and supporting future and practicing educators we can make STEM learning more engaging and relevant for all students.