A Road Less Traveled Industrial Ph D Physicist to High School Physics Teacher Role of Colleges and Universities in Preparing Future Physics Teachers Cornell University June 19 2006 Christopher Olszewski Buffalo State College 1300 Elmwood Ave Buffalo NY 14222 cjo496 yahoo com Personal Background 1977 B Sc McGill Univ 1984 Ph D Univ of IL U C Exp Part Physics AT T Bell Labs 1980 1988 Brookdale Comm College 1990 Intro Calc 1995 AT T Labs 2000 Tellium 2003 Tellium died 2004 Buffalo State College Alt Cert Prog Project Astro Nova 20001999 3 rd Grade Astronomy 2010 2 SUNY Buffalo State College s Alternate Certification Program Buffalo 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 whiteboards Physics Education Research PER seminar course Education courses state mandated Field work 3 Results of BSC s Alternative Certification Program Significant changes to my concepts of good physics learning and teaching Previously largely teach as taught Now much more student centric New 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 later 4 Examples of Significant Changes to Personal Beliefs of Good Physics Teaching What I Believed Then What I Believe Now Different Types of Knowledge Really 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 basisbasis for new give students a good for new knowledge knowledge in in an an entirely entirely different different way Arons 1997 way Arons 1997 Student Verbalization Explanations Student explanations are frequently in error teacher given explanations are much preferable Having students students explain explain their their Having reasoning is is valuable valuable to to them them and and reasoning their classmates classmates their Lab Activities Laboratory exercises should have a clear procedure to minimize the students chance of making mistakes and errors Most laboratory exercises should be open ended unstructured unstructured activities activities open ended with broad broad clear clear goals goals calling calling on on with student creativity creativity and and thoughtfulness thoughtfulness 5 student Examples of Significant Changes to Personal Beliefs of Good Physics Teaching Cont d What I Believed Then What I Believe Now Process of Science Learning At this level students should do most of their learning on their own They ll have to learn to work on their own eventually anyway Science is done frequently in groups Therefore many activities should be done in in groups groups as as a a demonstration demonstration done of real real science science of Encouragement of Thinking Frustration in students should be minimized by the teacher by clear explanations appropriate problems and demos Students should encounter frustration frustrationasregularly as they learn regularly they learn Intellectual Intellectual dissonance discomfort dissonance discomfort are essential are essential 6 Varying Levels of Effects of Program Elements Assessed influence of various program elements on changes in my beliefs about good teaching Used class notes and assignments Four approximate categories of effects Triggering element of changed belief Essential component of changed belief Very strong support of changed belief Strong support of changed belief T E V S 7 Effects of Program Elements on Changes in Beliefs of Good Teaching Program Elements Changed Belief Topic Showcase Courses Stdt PCK Reflcn RTOP Mode Stdt Disc WB Different Types of Knowledge T E E V Student Verbalizations and Explanations E E E E Laboratory Activities T E V Process of Science Learning T E E E Encouragement of Thinking T E V V V T PER Educ Field Courses Work V E V V S S V V V V V E 8 Analysis Student mode activities triggered many changes Similar to teaching as taught No appreciation of benefits without personal experience Reflection 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 based RTOP student discourse and whiteboards essential elements very strong supporters and trigger of many changes 9 Conclusions From 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 learners Programs should also follow PER and add to it Warning Use caution when extrapolating from single event 10
View Full Document
Unlocking...