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CJ:
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Potpourri of Teacher Preparation Programs II
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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6:30PM - 7:30PM
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Presider:
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Taha Mzoughi,
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Co-Presiders(s):
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None
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Equipment:
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N/A
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CJ01:
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Science Teachers Acquired through New Directions in New Mexico (STAND-NM)
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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6:30PM - 6:40PM
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Author:
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Jennifer J. Neakrase, New Mexico State University
575-646-7637, neakrase@nmsu.edu
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Co-Author(s):
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None
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Abstract:
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Traditionally the certification of physics teachers at New Mexico State University has been part of the secondary education program in the College of Education. Students select a specific science discipline (e.g., physics) as part of a general science certification, in which they declare secondary education as their undergraduate major or receive their license through a Master of Arts program as graduate students. As part of the traditional program, students take a limited number of discipline specific courses. Previously there was no option for science majors to receive a secondary science teaching license without switching majors away from their science discipline or entering the Masters program. STAND-NM, an NSF Noyce-funded program, provides a new option for science majors to pursue secondary science licensure while finishing their undergraduate degree within their science major. This talk introduces the program at NMSU and discusses difficulties in recruitment, especially with our physics majors.
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Footnotes:
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Funding provided through an NSF Robert Noyce Scholarship grant DUE-0934919.
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CJ02:
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Florida PROMiSE: The Perspective of Three Physics Faculty Participants*
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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6:40PM - 6:50PM
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Author:
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Mark W. Meisel, University of Florida and NHMFL
352-392-8867, meisel@phys.ufl.edu
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Co-Author(s):
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Selman Hershfield, James S Brooks
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Abstract:
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Florida PROMiSE (http://www.flpromise.org/) has a mission "to improve Florida student achievement in mathematics and science through professional development for Florida's Educators and to build capacity to sustain quality implementation of the Next Generation Sunshine State Standards (NGSSS)." We participated in the design and inaugural deliveries (Summer 2009) of two institutes: Matter and Energy for K-8 teachers and Force and Motion for 6-12 teachers. With our continued participation, these institutes were revised and held again in summer 2010. This brief presentation serves to increase awareness of PROMiSE and to provide an overview of our participation, especially as it relates to "increasing the content knowledge of the participants." One outcome is our increased awareness of the "misconceptions" that K-12 students and teachers possess, and the role that a faculty member plays in reversing these misconceptions.
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Footnotes:
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*Supported, in part, by NSF DMR-0701400 (MWM), NSF DMR-0654118 (NHMFL), and the State of Florida.
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CJ03:
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A First Attempt at a Physics Methods Course
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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6:50PM - 7:00PM
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Author:
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Michael R. Meyer, Michigan Technological University
906-487-2273, mrmeyer@mtu.edu
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Co-Author(s):
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None
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Abstract:
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High school physics teachers have historically been certified at Michigan Technological University with only a general “teaching science” methods course in their education curriculum. In the spring semester of 2011 I piloted the first physics teaching methods course specifically designed to give pre-certification teachers exposure to and practice in PER-supported pedagogies. This presentation will review the curriculum and results of the new course, discuss lessons learned and take a quick look toward the future.
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Footnotes:
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None
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CJ04:
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Helping Middle and High School Teachers' Students Do Inquiry
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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7:00PM - 7:10PM
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Author:
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Gordon J. Aubrecht, Ohio State University Marion
7407256250, aubrecht.1@osu.edu
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Co-Author(s):
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None
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Abstract:
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An Ohio Department of Education-supported project has concluded three years of funding, with a fourth pending. Student scores on the Ohio Achievement Test have climbed from the original poor level to a higher poor level in a district with about 80% of students receiving free or reduced-cost breakfast and lunch. Teachers want to continue to change. Details of the project will be presented.
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Footnotes:
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None
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CJ05:
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Core Knowledge Movement Inspired Teachers Preparation in Middle School Physics
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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7:10PM - 7:20PM
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Author:
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Ana Rita L. Mota
CFP e Departamento de Física e Astronomia da Faculdade de Ciências da Universidade do Porto
00351963157970, anaritalopesmota@gmail.com
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Co-Author(s):
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J M.B. Lopes dos Santos
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Abstract:
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We present a study involving physics teaching in Portuguese schools (seventh and eighth grades) inspired by the Core Knowledge movement (CKM), which defends the need for common curricula, well-defined teaching objectives and carefully planned classes. The project combined this approach with teacher training and weekly lab work, and required careful preparation of teaching materials (lesson plans and proposals for experimental activities), which were an outcome of the project. It was assessed with an analysis of the results of two groups; the experimental group under this instruction (CKM) and the control one, where the classes were taught the traditional Portuguese way. Data sources included analysis of the students' pre- and post-tests and interviews with the teachers involved. We found that the CKM instruction, inserted in an interactive and well-designed teaching environment, was more effective in promoting conceptual change and scientific understandings than the instruction in a traditional course.
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Footnotes:
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Sponsor: Carlos Manuel C. Guimaraes Carvalho
Member ID: 41156
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CJ06:
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Attracting Undergraduate Physics Majors into Becoming High School Physics Teachers
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Location:
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SS 104 |
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Date:
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Monday, Aug.01 |
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Time:
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7:20PM - 7:30PM
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Author:
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Michael W. Prim
UNC-Chapel Hill Astronomy and Physics Department
919-419-2496, mwprim@earthlink.net
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Co-Author(s):
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None
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Abstract:
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How do universities and colleges attract undergraduate physics majors into becoming high school physics teachers? It has been my task at UNC-Chapel Hill to talk to the physics majors and present the reasons why teaching high school physics can lead to a satisfying career as well as making a major social contribution to the planet. Few careers offer the enormous influence and satisfaction as does teaching high school physics. Many people look back on their life and wonder what they have given to the planet. An effective physics teacher can influence the manner in which a person thinks and lives their life. Now is the time to create a new breed of extraordinary high school physics teachers.
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Footnotes:
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None
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