DOC PREVIEW
Buffalo State PHY 690 - Modeling Curriculum

This preview shows page 1-2-3-4 out of 12 pages.

Save
View full document
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
View full document
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience
Premium Document
Do you want full access? Go Premium and unlock all 12 pages.
Access to all documents
Download any document
Ad free experience

Unformatted text preview:

ABSTRACTINTRODUCTIONMODELING METHOD TO TEACHING PHYSICSREASONS FOR MODELINGThe New York State Core CurriculumIANALYSISAn 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 690ABSTRACT 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/ 2INTRODUCTION 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/ 4teaching 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/ 52. Explain variations in wavelength and


View Full Document

Buffalo State PHY 690 - Modeling Curriculum

Documents in this Course
ONLINE

ONLINE

17 pages

SOLENOIDS

SOLENOIDS

22 pages

Load more
Download Modeling Curriculum
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Modeling Curriculum and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Modeling Curriculum 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?