Introductory
remarks
The goal of the course is to help pre-and in-service
physics/chemistry teachers acquire pedagogical content knowledge and skills
that are necessary to teach physics. Includes the analysis of high school
physics (chemistry) curriculum, detailed development of teaching strategies for
most of the topics with the adjustment for different students, unit and lesson
planning and design of formative and summative assessment tools.
A. Van Heuvelen & E. Etkina. Teacher guide to introductory physics
[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
New Jersey Core
Curriculum Content Standards [available on line] at http://www.state.nj.us/njded/cccs/02/s5_science.htm
ActivPhysics [available
on-line] at http://wps.aw.com/aw_young_physics_11
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, improvement of your teaching and presentation techniques, and design of the instructional materials. Each assignment can be improved, as many corrections as needed are encouraged.
Activity Total points
Attendance, participation, field trips 100
Homework 100
MSLC report 100
Unit Plan 100
Lesson Plan 100
Presentation 100
Experimental project 100
Final exam 100
Grand Total 800
Attendance and participation in class discussions: Attendance and participation in each class make an important contribution to your grade. There are two field trips (Physics Lecture Hall and Math and Science Learning Center) during the semester that will be done outside of class (extra time). The time for the trips will be scheduled during the first two weeks of the semester based on students’ schedules. Attendance is required.
Homework: Every week after class you will
1) Write a weekly report in which you: a) describe an ISLE cycle for one that took place in class; b) student difficulties related to the constructed concepts; c) devise 5 formative assessment tasks (with answers) that will allow you to assess student learning of the concept. The report should be e-mailed to the professor as a word attachment by Thursday night. Use your first name and the week number to name your document: Mary1.doc. The professor will read the reports on Friday, provide feedback typed in the document in a different color, and you will make revisions in the third color.
2) Read chapters/sections of the textbook and complete problem solving tasks – these are your responsibility.
3) Read sections of the “Five easy lessons” book and be prepared for class discussions.
MSLC report: After a trip to the Math and Science Learning Center you will need to describe 10 experiments from the exhibit hall. In the description you should include: the picture of the apparatus, an explanation of how the apparatus works, and suggestions on whether it should be use for an observational experiment, testing experiment, or an application experiment in class. The report is due April 1st.
Unit plan: You will need to choose a unit from a
physics/chemistry curriculum and make a unit plan according to the guidelines
given in class. The deadline is April 1st.
Presentation: During weeks 4-13 groups of students will teach mini-lessons in class. A 2-student group should work as a team. The length of a lesson is about 45 min. The goal of the lesson is that the students construct a physics/chemistry concept through the ISLE cycle. When you choose a lesson to teach, make sure that it is a part of the unit that you have to develop. To prepare a presentation each group has to meet with the professor for planning, first draft, and practice (2-3 meetings). Please, make sure that you schedule your work accordingly during the semester. You are responsible for the materials used during the lesson. Discuss them with the professor in advance.
Experimental project: During the semester you will need to learn how to use the Vernier software and different probes to collect and analyze data. The materials are in the professor’s office, you will be scheduled to work with them on Tuesday from 7.30 to 9.00 pm (3 Tuesdays per group of 4 students). The schedule will be arranged during the first class meeting. It is your responsibility to learn how to use the equipment. Assessment: during the last class of the semester students teach a mini-lessons (10 min) using the equipment.
Final exam: At the end of the course there is an oral examination. Students will be given a list of questions to prepare (about 70). During the exam students will be randomly assigned 2 of the questions. Then they will present their answer in front of the class. In addition, each student will be given a problem to solve.
1.
Resources available for
a physics instructor. Writing a unit and a lesson plan. Conceptual approach to
the description and explanation of motion.
2.
Epistemological ought.
Language and learning physics. Kinematics.
3.
ISLE cycle versus
conceptual change approach. Newton’s
laws, mass & force.
4.
How do students learn physics? Force laws.
5.
What do you need to know
about teaching – thoughts of new and experienced teachers. Circular motion.
6.
Energy. Multiple
representations.
7.
Assessment in a physics
course. Density, ideal gas laws, thermodynamics
8.
Fluid statics and fluid
dynamics
9.
Experiments in physics
instruction. Oscillations and waves, sound.
10. Static electricity.
11. Current electricity.
12. Electrolysis. Batteries.
13. Magnetic field and magnetic force.
14. Chemistry cycles.
15. Vernier presentations.
16. Final exam.
Week 1: Etkina, E., & Van Heuvelen, A. (2001). Investigative Science Learning Environment: Using the processes of science and cognitive strategies to learn physics. Proceedings of the 2001 Physics Education Research Conference. Rochester, NY, 17-21.
Week 2: J. Hestenes,
D., Wells, M. & Swackhamer, G. (1992). Force concept inventory. The Physics
Teacher, 30,
159-166. McDermott, L. (1984).
Research on conceptual understanding in mechanics. Physics Today, 14, 24-30.
Week 3: Hammer, D. (1989). Two approaches to learning physics. The Physics Teacher, 27, 664-670.
Week 4: Vondracek, M.
(1999). Teaching Physics with math to weak math students. The Physics Teacher, 37, 32-33.
Gang, S. (2000). Decisive factors in teaching and learning, The Physics Teacher, 38, 408-410.
Maclsaac, D. & Falconer, K. (2002). Reforming physics instruction
via R-TOP. The Physics Teacher, 40, 479-485.
Week 5. 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.