Introductory remarks

 

The goal of the course is to acquaint prospective and in-service science teachers with the multiple representation method used in constructing concepts problem solving in physical science. Multiple representations are a powerful tool that aids the brain during concept acquisition and problem solving. Multiple representations enhance metacognition and epistemic cognition. Being familiar with the multiple representations used in a discipline is crucial for mastering and teaching it. In this course we will focus on such representations as pictorial representations, motion and force diagrams, graphs, energy bar charts, ray and wave front diagrams, and applications of these representations to problem solving.

 

Class materials:  A complete set of papers from the Reading List [available from the professor]

A. Van Heuvelen & E. Etkina. Activity guide

[available from the professor]

Randall Knight, Physics for Scientist and Engineers. ISBN  0-8053-8685-8  

Randall Knight, Five Easy Lessons: Strategies for Successful Physics Teaching, ISBN  0-8053-8702

 

Professor 

 

Dr. Eugenia Etkina, GSE room 36C, office 732-932-7496 ext. 8339 e-mail etkina@rci.rutgers.edu

 

Grading and Activities  Your course final grade will be based on attendance, participation in the discussions, homework assignments, one big paper, a classroom presentation, and design of the instructional materials. Each assignment can be improved, as many corrections as needed are encouraged.

 

Activity                                                                                  Total points

Attendance, participation                                                                          100

Homework                                                                                               50

Paper                                                                                                      100

Presentation                                                                                            50

Instructional materials                                                                                100

Final Exam                                                                                             200

Grand Total                                                                                           600

 

Description of activities

Attendance, participation in class discussions: Attendance and participation in each class make an important contribution to your grade. Discussions in class will focus on problem solving and research on student learning in a particular area.

Homework: (a) Each week you will be assigned a problem-solving homework. The problems will be checked through peer-instruction in class. Make sure you write your solution neatly and follow the suggested sequence of steps for each problem. (b) Each week you will need to make one multiple representation problem based on the material discussed in class last week. Make sure that you save all of the problems – at the end the problems designed by class members will be assembles into one file. (c) Each week you will be given a reading assignment. It is your responsibility to read the paper or the book. The material from assigned readings will be on the exam.

Paper:  You will need to choose one representation in science instruction and write a paper on it. In the paper you should address: (a) What phenomenon does this representation help to analyze. (b) Who developed the representation and how it is described in the literature. (c) How will you help your students construct this representation; (d) How will the students use it? (e) How will you assess if they mastered it and whether it helps them do complex problem solving. The paper should contain a list of references related to this particular representation.

Presentation:  After you finish the paper you will teach a mini-lesson in class (45 min). It will be a problem-solving lesson, not a concept construction lesson. The schedule for presentations will be determined after the first class. The presentation requires 3 meeting with the professor (planning, first draft and rehearsal). Please, plan your presentation in advance. You will need to submit a lesson plan to the professor after you teach a mini-lesson.
Instructional materials:  After you present the mini-lesson, you will design a unit that will incorporate this representation. The unit plan together with the mini-lesson plan will be copied for all class participants.

Final exam: At the end of the course there is an oral examination. Students will be given a list of topics to prepare. The exam will consist of a discussion with the professor on one of the topics (selected randomly) and problem solving.

 

Tentative list of topics for discussions (by week)

 

1. What are multiple representations? Brain, memory, analogies and MR. Types of MR.

2. Multiple representations used in geometrical optics.

3. Multiple representations used wave theory.

4 - 5. Multiple representations of work-energy processes. 

6. Multiple representations used in molecular physics and thermodynamics.

7. Multiple representations in electro-magnetism.

8, 9 Multiple representations in atomic physics.

11. Multiple representations in chemistry.

12. Multiple representations in kinematics.

13. Multiple representations in dynamics.

14. Analogies and multiple representations.

15. Final exam.

 

Suggested Reading

 

 

Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30, 1241 - 1257.

 

Gentner, D. & Gentner, D. Flowing water or teeming crowds: Mental models of electricity.

 

Glynn, S. M., Duit, R., & Thiele, R. (1995). Teaching science with analogies: A strategy for constructing knowledge. In Glynn, S. M., & Duit, R., Eds. Learning science in schools: Research reforming practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers 247 - 271.

 

Harrison, A. G., & Treagust, D. (1993). Teaching with analogies: A case study in grade-10 optics. Journal of Research in Science Teaching, 30 (10),1291 - 1307.

 

Mestre, J. P. (2002). Cognitive aspects of learning and teaching science. From Chapter 3 of Teacher Enhancement for elementary and secondary science and mathematics: Status, issues and problems. Fitzsimmons, S. J., & Kerpelman, L. C., Eds. Washington, DC: NSF, 94080. Can be found at: http://umperg.physics.umass.edu/physicsEdResearch/reviewPaper

 

Van Heuvelen, A. (1991). Learning to think like a physicist: A review of research-based instructional strategies. American Journal of Physics, 59 (10), 891 - 897.

 

Van Heuvelen, A. And Xou, X. (2001). Multiple Representations of Work-Energy Processes, American Journal of Physics, 69 (2), 184 - 194.

 

Van Heuvelen, A. and Maloney, D. P. (1999). Playing Physics Jeopardy, American Journal of Physics, 67, 252 - 257.