CESAME at Northeastern University © 2003 Exploring Physics First June 30, 2003 Laboratory for...

CESAME at Northeastern University © 2003 www.cesame.neu.edu

Exploring Physics First June 30, 2003

Laboratory for Elementary Particle Physics

Cornell UniversityIthaca, NY


Why Physics First?

Paul Hickman [email protected]

Center for the Enhancement of Science and Mathematics Education

(CESAME)Northeastern University

Boston, MA


"Ninth grade physics is the proper discipline to introduce students to science. A key concept is the simplification of phenomena... which leads to crisp and reasonably accurate applications of basic concepts to simple systems...

Ultimately, the goal of such a high school experience is to embed in all high school graduates, a 'science way of thinking' that will endure forever."

Leon Lederman (2003)


The Center for Enhancement of Science and Mathematics Education (CESAME)

CESAME is an education, research and development center, supported by the National Science Foundation, that works with schools, districts, state agencies and other organizations to effectively implement science, technology, engineering and mathematics curricula in grades K-12. CESAME's work is informed by and contributes to the research base in the design and validation of models and in the delivery of technical assistance, onsite and online support, and K-12 outreach for teachers and their students.


(Please read this passage aloud)

The Montillation of Traxoline

"It is very important to learn about

traxoline. Traxoline is a new form of

zionter. It is montilled in Ceristanna. The

Ceristannians gristerlate large amounts

of fervon and then bracter it to quasel

traxoline. Our zionter lescelidge may

make traxoline one of our most lukizes

snezlaus."


Please answer the questions below: 1. What is traxoline?

2. Where is traxoline montilled?

3. How is traxoline quaseled?

4. Why is it important to know about traxoline?


Like you, most students can answer these questions. Like the rest of us, they have a set of well-developed strategies for producing correct answers to questions that they do not understand. While this is sometimes a useful skill, we aspire to more in our science and mathematics classes. To achieve our goals, however, we will need new and more scholarly approaches to teaching.

(Seizing Opportunities, AAAS 1997)


Arguments for Physics First

PedagogicalDevelopmentalBelief BasedOutcomes


PEDAGOGICAL

• Physics is the foundation of all science• It is the easiest to observe through experiments• Gives students the opportunity to apply their mathematical skills to real situations• Deals with phenomena that relate directly to the students’ world


DEVELOPMENTAL

• Provides concrete science experiences• Improves problem-solving skills• Ninth graders are eager students• Additional mathematics can be introduced as needed• Improves oral and written communication skills


BELIEF BASED

• Conceptual Understanding• Cooperative/Collaborative Learning• Writing to make Thinking Visible• Mathematics is Essential


OUTCOMES

• Students take more science courses• Greater success in Chemistry and Biology• Students take more AP courses• More females take physics• Increased interest in STEM careers• Greater mathematical proficiency• Parents perceive PCB as more rigorous


“Leadership in today’s knowledge economy requires world-class scientists and engineers and a national workforce that is scientifically, technically and mathematically strong.”

NSF Strategic Plan (2003)


Changing Emphases for Teaching (NSES)

From: Presenting scientific knowledge through lecture, text, and demonstration

To: Guiding students in active and extended scientific inquiry

From: Focusing on student acquisition of information

To: Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes


Changing Emphases for Assessment (NSES)

From: Assessing what is easily measured

To: Assessing what is most highly valued

From: Assessing scientific knowledge

To: Assessing scientific understanding and reasoning


Changing Emphases for Assessment (NSES)

From: Assessing to learn what students know

To: Assessing to learn what students do or donot understand

From: Assessing discrete knowledge

To: Assessing rich, well-structured knowledge


(Great New Book from the National Research Council)

Knowing What Students Know: The Science and Design of

Educational Assessment

NAP, 2001

"What students know and how well they know it - as well as the methods used to make inferences about student learning

can be made more valid and instructionally useful."

You can order the book or read it onlineat the National Academy Press web sitehttp://www.nap.edu/catalog/10019.html


The Standards are calling for a changing emphases in teaching and assessment but

there are genuine tensions between the extremes in teaching practices and beliefs that both novice and experienced teachers

deal with every day.


Tensions

Depthvs

Breadth

Laboratoryvs

Exposition


Tensions

Text as the Biblevs

Text as a Resource

Reading (about Science)vs

Writing (about Science)


Tensions

Student Centered Instructionvs

Teacher Centered Instruction

Individual Workvs

Collaboration


Tensions

Seat Workvs

Out-of-Classroom Experience

Formulasvs

Phenomena


Tensions

Direct Instructionvs

Inquiry

Test for a Gradevs

Assess to Improve Instruction


Tensions

Interactive Demonstrationvs

Gotcha

Teaching for Understandingvs

Teaching for exit exam

CESAME at Northeastern University © 2003 Exploring Physics First June 30, 2003 Laboratory for...

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