An Examination of the Modeling Curriculum for Teaching Physics in Comparison with the New York State Physics Core Curriculum http physicsed buffalostate edu pubs PHY690 Rose2004ModelingEM Matthew Rose Physics 690 ABSTRACT The following is an analysis of the ASU Hestenes Modeling Physics Curriculum This analysis was done in order to map the second semester of the Modeling Curriculum to the New York State Regents standards found in the Regents Core Curriculum The second semester of the Modeling Curriculum contains electricity and magnetism as well as the particle and wave theory of light At the conclusion of the analysis some suggestions are made for using the Modeling Curriculum in order to meet the New York State Standards as well as to fill the seemingly un represented curriculum issues http physicsed buffalostate edu pubs PHY690 Rose2004ModelingEM 2 INTRODUCTION In New York State the physics curriculum is set by the New York State Core Curriculum NYSCC which includes the New York State Standards NYSS 1 The purpose of the NYSCC is to guide a teacher through the NYSS to fully prepare their students for the New York State Regents examination in physics However since 2000 the Physics Regents Exam has increased in difficulty in areas like the conceptual understanding of physics phenomena as well as the reading level of the exam 2 With the increased level of difficulty on the New York State Regents Exam in Physics nontraditional alterative methods of physics teaching should be considered to help students attain a level of not only passing 65 but a level of excellence 85 on the examination With the incorporation of such alternative methods of physics teaching students should attain a higher level of understanding One curriculum that addresses some of these concerns is the Modeling Curricula for teaching high school physics which was explicitly designed for the purpose of raising students conceptual understanding of physics 3 MODELING METHOD TO TEACHING PHYSICS According to Malcolm Wells and David Hestenes educational research the modeling method stems from student centered learning which is essential in order for meaningful learning to take place 3 The modeling method and instructional goals and objectives are as follows http physicsed buffalostate edu pubs PHY690 Rose2004ModelingEM 3 Wells 1995 To engage students in understanding the physical world by constructing and using scientific models to describe to explain to predict and to control physical phenomena To provide students with basic conceptual tools for modeling physical objects and processes especially mathematical graphical and diagrammatic representations To familiarize students with a small set of basic models as the content core of physics To develop insight into the structure of scientific knowledge by examining how models fit into theories To show how scientific knowledge is validated by engaging students in evaluating scientific models through comparison with empirical data To develop skills in all aspects of modeling as the procedural core of scientific knowledge REASONS FOR MODELING Before physics instruction students held beliefs about physics concepts based on their own lived experiences with phenomena in their world Such beliefs are a major determinate of student performance in introductory physics Traditional lecture demonstration physics instruction induces only a small change in beliefs This result is largely independent of the instructor s knowledge experience and teaching style 3 Since 2000 the New York State Regents Physics Examination has increased in difficulty particularly in the level of conceptual understanding assessed 2 Research shows that when comparing scores from the Force Concept Inventory or FCI an instrument that tests conceptual understanding of physics traditional methods of teaching showed an average gain of 22 4 Students learn most effectively when they have a central role in the discovery process 1 In contrast to traditional instruction using non traditional research based methods such as the modeling method for teaching physics showed an average gain of 52 on the FCI 3 It is through non traditional research based physics http physicsed buffalostate edu pubs PHY690 Rose2004ModelingEM 4 teaching such as the modeling method that such large gains of conceptual knowledge are possible The New York State Core Curriculum The Physical Setting Physics Core Curriculum has been written to assist teachers as they prepare curriculum and instruction for the physics content and process skills of the New York State Learning Standards for Mathematics Science and Technology 1 The key ideas are broad generalized statements of what students need to know The core curriculum guide is not a syllabus It addresses the content and process skills as applied to the rigor and relevancy to be assessed by the in the Physics Regents Examination 1 The NYSCC for physics includes standards 1 2 6 and 7 which incorporate a student centered problem solving approach to physics These standards include but are not limited to Standard 1 Mathematics and scientific inquiry Students will use mathematical analysis scientific inquiry and engineering design as appropriate to propose questions seek answers and develop solutions Standard 2 Information systems Students will access generate process and transfer information using appropriate technologies Standard 6 Interconnectedness Common Themes Students will understand the relationships and common themes that connect mathematics science and technology and apply the themes to these and other areas of learning Standard 7 Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics science and technology to address real life problems and make informed decisions In addition to this standard 4 is explicitly designed for the physical science setting The key ideas in standard 4 was to design a standard that outlines 1 1 Energy exists in many forms and when these forms change energy is conserved http physicsed buffalostate edu pubs PHY690 Rose2004ModelingEM 5 2 Explain variations in wavelength and frequency in terms of the source of the vibrations that produce them 3 Energy and matter interact through forces that result in changes in motion 4 Compare energy relationships with an atom s nucleus to those outside the nucleus I n addition to the skills outlined by the NYSS the NYSCC includes a prerequisite for admission to the Physics Regents Examination
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