A Road Less Traveled: Industrial Ph.D. Physicist to High School Physics TeacherPersonal BackgroundSUNY - Buffalo State College’s Alternate Certification ProgramResults of BSC’s Alternative Certification ProgramExamples of Significant Changes to Personal Beliefs of Good Physics TeachingExamples of Significant Changes to Personal Beliefs of Good Physics Teaching (Cont’d)Varying Levels of Effects of Program ElementsEffects of Program Elements on Changes in Beliefs of Good TeachingAnalysisConclusionsA Road Less Traveled:Industrial Ph.D. Physicist toHigh School Physics TeacherChristopher OlszewskiBuffalo State College1300 Elmwood Ave., Buffalo, NY [email protected] of Colleges and Universities inPreparing Future Physics TeachersCornell UniversityJune 19, 20062Personal Background1980 1990 2000 20101988: Brookdale Comm. College (Intro Calc)1999: Project Astro Nova (3rd Grade Astronomy)1984: Ph.D. Univ. of IL. (U-C) (Exp. Part. Physics) AT&T Bell Labs2000: Tellium1995: AT&T Labs2004: Buffalo State College (Alt. Cert. Prog.)1977: B.Sc. McGill Univ.2003: Tellium died3SUNY - Buffalo State College’sAlternate Certification ProgramBuffalo State College’s (BSC’s) program includes:Summer academy of showcase courses (mechanics, E&M, new physics teacher workshop)•Extensive student-mode experiences•Significant Pedagogical Content Knowledge (PCK)•Guided reflections•Student-centric reformed teaching (consistent with Reformed Teacher Observation Protocol (RTOP))•Encouragement of student discourse and whiteboardsPhysics Education Research (PER) seminar courseEducation courses (state mandated)Field work4Results of BSC’sAlternative Certification ProgramSignificant changes to my concepts of good physics learning and teaching•Previously: largely teach as taught•Now: much more student-centricNew concepts documented in•Class assignments•Spontaneous class notes•Guided reflections•Learning commentaries (thinking changes in one physics idea – before & after)Compared old and new concepts of good teaching later5Examples of Significant Changes toPersonal Beliefs of Good Physics TeachingWhat I Believed Then What I Believe NowDifferent Types of KnowledgeReally, audio and visual input are the keys: the teacher speaking, and the students listening Kinesthetic learning experiences (and other sensory experiences) give students a good basis for new knowledge in an entirely different way (Arons, 1997)Student Verbalization & ExplanationsStudent explanations are frequently in error: teacher-given explanations are much preferableHaving students explain their reasoning is valuable to them and their classmatesLab ActivitiesLaboratory exercises should have a clear procedure, to minimize the students chance of making mistakes and errorsMost laboratory exercises should be open-ended unstructured activities, with broad clear goals calling on student creativity and thoughtfulnessKinesthetic learning experiences (and other sensory experiences) give students a good basis for new knowledge in an entirely different way (Arons, 1997)Having students explain their reasoning is valuable to them and their classmatesMost laboratory exercises should be open-ended unstructured activities, with broad clear goals calling on student creativity and thoughtfulness6Examples of Significant Changes to Personal Beliefs of Good Physics Teaching (Cont’d)What I Believed Then What I Believe NowProcess of Science / LearningAt this level, students should do most of their learning on their own: They’ll have to learn to work on their own eventually anywayScience is done frequently in groups. Therefore, many activities should be done in groups, as a demonstration of “real science”Encouragement of ThinkingFrustration in students should be minimized by the teacher by clear explanations, appropriate problems, and demosStudents should encounter frustration regularly as they learn: Intellectual dissonance / discomfort are essentialScience is done frequently in groups. Therefore, many activities should be done in groups, as a demonstration of “real science”Students should encounter frustration regularly as they learn: Intellectual dissonance / discomfort are essential7Varying Levels of Effectsof Program ElementsAssessed influence of various program elements on changes in my beliefs about good teaching•Used class notes and assignmentsFour approximate categories of effects:•Triggering element of changed belief T•Essential component of changed belief E•Very strong support of changed belief V•Strong support of changed belief S8Effects of Program Elements onChanges in Beliefs of Good TeachingChangedBelief TopicProgram ElementsShowcase CoursesPEREduc. CoursesField WorkStdt. ModePCK Reflcn. RTOPStdt. Disc. / WBDifferent Types of KnowledgeT E E V V EStudent Verbalizations and ExplanationsE E E E T V V VLaboratory ActivitiesT E V S VProcess of Science / LearningT E E E V VEncouragement of ThinkingT V E V V S V E9AnalysisStudent mode activities “triggered” many changes•Similar to teaching as taught•No appreciation of benefits without personal experienceReflection maintained and motivated changes•Comparison between before & after•Assessing effectiveness of approach (constant process)PCK an essential element in many changes•PCK transfer is important goal of program•Research basedRTOP, student discourse and whiteboards essential elements, very strong supporters, and trigger of many changes10ConclusionsFrom my experience and background, I believe an effective program for physics teachers would include:•Extensive student-mode activities•Reflection on learning•Promulgation of physics PCK•Promotion of student discourse•Encouragement of students to be active learnersPrograms should also follow PER, and add to itWarning: Use caution when extrapolating from single
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