Katie RicheltPHY 690 First DraftWomen face many different struggles in an active learning science classroom, specificallythe modeling curriculum.It is well understood that the most effective teaching method requires active learning. In this atmosphere, students are engaged in the learning process and develop their own thinking, rather than having the teacher lecture and explain a lesson. Here, students are required to think on a higher level. They can no longer memorize what they have been taught and recite it back to the teacher. In an active learning classroom students have to think through problems, to come up with their own solutions and be ableto support their ideas. Since teachers have moved from the “traditional level” of teachingto this more active learning model, scores have increased and students are retaining more knowledge in science. However, women still consistently score lower then men. Likewise, there are still fewer women in the science, math, and engineering and technology fields. So, while active learning is better for students in general, something still needs to be done to delete the gender issues within a science classroom. This will allow females to compete and be equal to the males. Teachers need to look at their own teaching methods because while active learning may be positive, it may be shoving girls back into the corner and away from physics and science. Within a science classroom, it is important that all students feel comfortable. Studies show that there are less women in science fields, less women graduating with physics degrees and even less females than males in a high school math or physics classroom. However, girls are making the decision to “stay away” from math and sciencein middle school. This is where they begin to develop their plan for high school. Unfortunately, if they do not understand the basics of math and science at the high schoollevel, they will not be successful in a college level science. Similarly, they are much less likely to choose a career in these disciplines. Therefore, it is too late to begin encouraging young women to take physics in 10th or 11th grade, this needs to begin in middle school. Sixth, seventh and eight grade girls need to be involved in open ended science inquiry, where they can become comfortable with science and truly understand how it works. If girls are successful in middle school, they are much more likely to continue their quest for scientific knowledge in their future. One specific type of active learning is the physics/physical science modeling curriculum. While this program was developed for high school students it is used in middle school classrooms as well. However, within this active learning model, are all middle school students successful? Some argue that certain students are not ready for this type of higher level thinking. This paper will look at the modeling curriculum, how it affects female students and what middle school teachers can do to bridge this gap in hopes to see more women in the science/physics field.Outline:I. IntroductionII. Modeling curriculum- a. How/when it was developedb. students that struggle to understand the concept on a higher levelc. time/group flexibilityIII. White boarding adapted to middle schoola. Different level of student (includes all students, including special ed and low achieving)b. Teaching students to “think”c. Building a comfortable classroom where students can be wrong and do notalways need the teachers acceptance of the “right” answerd. Getting discourse startede. Womeni. communication within group/classii. wanting to know the final outcomeiii. one right answeriv. defending their thoughtsIV. Teaching suggestionsa. How to adjust the modeling curriculum to make it work in middle schoolb. How to close the gap between the males and females.V.
View Full Document
Unlocking...