Transcript Action Research in High School Physics

Action Research
in
High School Physics
Larry Dukerich
Dobson HS, Mesa, AZ
Dept of Physics & Astronomy,
Arizona State U.
Professional Development
Current options
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Graduate courses
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Workshop
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Education
Content area
University
Vendor-sponsored
Independent study
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Graduate courses
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Advantages
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Just show up and do the work
Readily recognized by school districts or state
Dept of Education
Drawbacks
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Instructor sets agenda
Content may not be relevant to your needs
Unlikely to significantly affect current practice
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Workshops - Summer
Vary in length from 1-4 weeks
 Modeling-type workshops most effective
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3-4 week immersion experience
Opportunities to examine one’s practice
Interaction with colleagues
Promotes “learning community”
 follow-up
meetings
 communication via listserv
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Workshops-Commercial
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Sponsored by technology companies
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1-5 days in length
Usually focus on learning technology
Rapid pace & narrow focus
 How
to master use of technology
 Can be overwhelming
 Affords little opportunity for reflection
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Motivation to participate ?
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Independent Study
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Distance Learning
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e.g., Montana State U
Arranged with professor at local college or
university
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Action Research - Origins
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Modeling Instruction Program at ASU
1990-present
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1st Summer Workshop
 Learn
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Modeling Method in mechanics
2nd Summer Workshop
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formed AR teams to focus on revising
materials for use in 2nd semester high school
physics course
 Goal: make curriculum model-centered rather than
topic-centered
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Action Research Team
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2-6 teachers, university faculty, & grad
students with common goals:
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Improve some aspect of instruction
 Existing
high school physics course
 Develop course recommendations for new course
 Refine professional development courses in MNS
program at ASU
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Make improvements available to larger
community
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Action Research
Roles of Action-Research Team
Gr aduate
Students
Pr ofessor
In-Service
Teacher s
Reflect on
utility of
mater ials
Develop
mater ials for
classr oom use
Field-test
classr oom
mater ials
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Action Research
Models of Physical Science
Drew ideas from Underpinnings in Arnold
Arons’ Teaching Introductory Physics
 Worked on by AR teams in 5 successive
summers
 Evolved into materials for 9th grade
physical science course
 Currently taught as PHS 534 at ASU.
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Action Research
Models of Physical Science
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Current efforts
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Weave modeling, structure of matter and energy
threads into a coherent full-year 8th or 9th
grade physical science course
Incorporate activities that integrate math and
science courses
 Sim-Calc
Mathworlds (Jim Kaput)
 Use of common vocabulary
 Reinforce concepts learned in each course
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Action Research
Interaction of light & matter
PHS 560 Summer 2001 at ASU
 Instructor’s goals:
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Help teachers see utility of SHO to model
interaction of electron and light
Intro developments in 20th century physics to
HS teachers
Help teachers develop lessons for their
advanced students
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Action Research
Interaction of light & matter
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Attempt to use Modeling approach
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Little formal lecture
Integrated lab and discussion
Intro teachers to use of software
 Excel
spreadsheets
 Born (chain of connected oscillators)
 Atom in a Box (electron transitions)
 Visual Quantum Mechanics (models to account for
spectra from gas lamps and LED’s)
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Action Research
Interaction of light & matter
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Agenda too ambitious
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Teachers rusty with calculus
Compressed summer schedule not conducive to
reflection and assimilation
Conflict between “covering” material and
allowing learning to occur
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Action Research Team
Interaction of light and matter
Professor, grad student, and three HS
teachers
 Goal: restructure course to make it more
effective for Summer 2002
 Weekly meetings at ASU to coordinate
efforts of team members
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Action Research - Advantages
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For HS Teachers
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Agenda based on perceived need
Tasks negotiated between team members
Intellectually rewarding
Results in useful product
For Grad Students
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Exposure to teachers with expertise in
pedagogy
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Action Research - Advantages
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For University/College Faculty
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Satisfaction of helping local teachers
Less demanding than regular course
For all
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Members with common interests, but different
motivations can learn from one another
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