This workshop was presented at the 2011 PhysTEC conference. Interactive Lecture Demonstrations (ILDs) provide a pedagogical tool that has been shown to improve college and pre-college student's conceptual understanding of ideas in classical physics. Teachers in this PD showed fractional gains in concept understanding ranging from .44 to .75 with participants in every comparison group showing strong gains. Just as encouraging, these gains showed no decay over time. In this highly interactive presentation findings were presented along with a model of how the Interactive Lecture Demonstration 8-step methodology is used as a tool to both engage and prepare teachers.
Lezlie S. DeWater, and
MacKenzie R. Stetzer
The Physics Education Group at the University of Washington offers special physics courses for preservice teachers. The three-quarter sequence helps prospective teachers develop an in-depth understanding of some of the important basic concepts they will teach. The guided-inquiry pedagogical approach provides them with an opportunity to learn as they will be expected to teach. As a result of the course, preservice teachers also come to recognize some conceptual and reasoning difficulties commonly encountered by students. A culmination of their experience is a teaching practicum in which the preservice teachers apply what they have learned to instruction in middle or high school classrooms. Observations of the preservice teachers as they design, teach, and assess their lessons contribute to our understanding of the type of preparation needed for them to be able to teach physics and physical science by inquiry.
Ann Craig, and
This presentation outlines the approach used to introduce education students to science teaching methods. It emphasizes the use of inquiry-based activities in the classroom. A link to the materials used is provided.
the Physics Teacher Education Coalition
The past few decades have seen an explosion of research-based physics curricula and teaching methods that replace traditional didactic instruction with more interactive, student-centered teaching methods. Teachers who use these strategies can transform their students from passive acceptors of knowledge to active investigators who are deeply engaged in their own education. And not only will students learn more, but they may come out with a more positive attitude towards physics. This site gives examples of which modifications to make, as well as of other institutions which have already undergone course transformation.
published by the Physics Teacher Education Coalition
The Physics First program leads to a higher proportion of students who maintain an interest in science after completing high school, presumably leading to a similarly increased number of physics majors at university. It is difficult, however, to maintain the program without an active faculty advocate, especially as it is often opposed by parents, administrators, and school boards.
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