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5TH CHANCELLOR’S INVITATIONAL CONFERENCEHOUSTON, JUNE 24-26, 2004
STIMULATING MINDS TOCOMPETE AND INNOVATE
A COLLABORATIVE APPROACH TO MIDDLE AND HIGH SCHOOL SCIENCE EDUCATION
A. ANIL KUMARELECTRICAL
ENGINEERING &PHYSICS
ORION CIFTJA PHYSICS
LINDA L. GARNERLEADERSHIP &
COUNSELING
PRAIRIE VIEW A&M UNIVERSITYA Member of the Texas A&M University System
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WHAT WE WANT TO SHARE WITH YOU
Science Education - Issues and Concerns
Advances at PVAMU since the last conference
Science Education Center - A Report Card
Approaches in other parts of the world
Actions Needed
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Economy is becoming global. So is education.
We need to stop burying ourselves in statistics and start addressing the science education issue in a truly systemic fashion.
In particular, since our existing approaches are not yielding the desired outcomes, we need new, viable and global strategies.
If we do not act quickly, we may lose our competitive edge globally since other developed and developing countries are making bold moves in their educational systems.
OUR BOTTOMLINE MESSAGE
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THE PROBLEM - MULTI-DIMENSIONAL
High school students are graduating with an unacceptably low level of science and mathematics skills.
There is generally a declining interest in the study of science.
Teachers are being blamed for having inadequate preparation and lack of competence in content and pedagogy.
Students do not learn physics concepts very well under traditional classroom instruction.
They memorize “plug and chug” techniques, get 80% on a physics exam, but only score 50% on a multiple choice concept survey.
The general perception is that scientists are odd and peculiar people, scientists have few other interests but their work, scientific work is dangerous, and that physics is old-fashioned, outdated, irrelevant to modern society.
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The ongoing and overwhelming need for In-service teacher enhancement programs in physics at the most basic level points to
the to the failure of programs at the university level to adequately prepare
students for classroom teaching.
- Shaping the Future, NSF, 1996
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A new study asks why, despite decades of reform, massive infusions of funds, aggressive efforts by policymakers, and the strong commitment of educators, there is no significant improvement in academic proficiency of high school graduates, closure of the achievement gap, and increase in high school graduation rates.
From the study, Paying For Education, Texas Public Policy Foundation co-published with the Milton and Rose D. Friedman Foundation.
http://www.texaspolicy.com/, May 5, 2004
REFORMS VS. RESULTS
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The traditional science education needs to be re-thought.
Teachers have to be able to promote the student’s problem solving skills, autonomy and ability to reflect, conceptual thinking.
It is important to create new teaching and learning styles supported by new media and technology, and to accommodate different learning styles.
Teachers should teach at the concept level, not at a minimal level.
Teachers need to see their roles more as consultants a la Peter Drucker than information conveyors.
That is, schools should help students identify their potential, develop that potential and determine their potential directions of growth.
SEEING SCIENCE EDUCATION ANEW
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“It is necessary for the teacher to guide the child without letting him feel her presence too much, so that she may
always be ready to supply the desired help, but may never be the obstacle
between the child and his experience.”
- Maria Montessori
THIS IS NOT REALLY A NEW CONCEPT!
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One credit must be a biology credit (Biology, Advanced Placement (AP) Biology, or International Baccalaureate (IB) Biology).
Two credits from (no more than one credit from each of the areas): (i) Integrated Physics and Chemistry (IPC), (ii) Chemistry, AP Chemistry, or IB Chemistry, and (iii) Physics, Principles of Technology I, AP Physics, or IB Physics.
One credit from one of the following areas:I. Geology, Meteorology, and Oceanography (GMO);II. Environmental Systems;III. Aquatic Science;IV. Astronomy;V. Anatomy and Physiology of Human Systems;VI. AP/IB Biology;VII. AP/IB Chemistry;VIII. AP/IB Physics;IX. AP/IB Environmental Science; andX. Scientific Research and Design.
STATE BOARD OF EDUCATION (SBOE) PROPOSED HIGH SCHOOL SCIENCE REQUIREMENTS
BEGINNING IN 2005-06
Little meaningful
content can be adequately
taught in this way.
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FRAGMENTATION
What policymakersdecide should
be done.
Whatteachers
do.
Whatstudents
learn.
Implemented
AttainedIntended
(minimal standards/benchmarks)
(teach to the test)
(how topass tests)
Questions:Is this adequate? Does this meet the state’s and nation’s
workforce needs?
P-16 alignment between various stages of the educational process is not enough.
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School Curriculum College CurriculumWorkforce
Preparedness
Alignment is A Good Starting Point But More is Needed!
Uneven Curriculum
Limited PhysicsRequirements
Inadequate TeacherPreparation
Inadequate # ofPhysics Teachers
Diverse Curricula
Content vs. Pedagogy
Lack of interestedfaculty
More focus oncontent,less on
how to teach
poormatch
WorkforcePreparednessbetter
match
Inadequate exposureto physics
inadequateinvolvement
partial involvement in curricularpreparation
little, if any, involvement in curricular preparation
CURRICULAR ALIGNMENTS!
A MORE REALISTIC PICTURE
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WHAT IS NEEDED?
Appreciation of arenas of influence
Coherence in the curriculum - courses/ sequences too fragmented
Awareness/interest on part of faculty to update teaching techniques, incorporate assessment
Emphasis on transferable skills
Feedback followed by continual quality improvement
Scalability and sustainability of successful efforts
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Components of our approach:
Interactive Learning Environment - Science Education Center
Student projects - relevant to learning and real world
Teacher-Faculty collaboration - Teacher In Residence, Faculty In Residence, continual feedback and assessment
Involvement of parents and community leaders in student development
Sustainability via throughout-the-year mentoring, periodic interaction with university and industry personnel, and building communities of practice.
PVAMU’S APPROACH - A SYSTEMIC SOLUTION
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SCIENCE EDUCATION CENTER
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4SCIENCE EDUCATION CENTER -
A BRIEF REPORT CARD
Inventor-Wild-Wind
Ferris Wheel
Electronic Arcade
RoboLab
Aircraft Carriers - Arrested Landing and Catapulting
Magnetic Levitation
Solar Physics - Solar House, Heat Pump
Structures - Bridges, Roller Coasters
Weather Analysis and Forecasting
AND MANY, MANY MORE!
PROJECTS
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Students from the colleges of education and in-service teachers will be exposed to field-based classroom activities in addition to the laboratory sections they enroll in physical science courses.
The SEC also allows students from the colleges of education start their field-based classroom activities earlier via their involvement in student projects.
The SEC provides a practical perspective rather than just a theoretical approach to pedagogy.
It will provide an excellent framework for teacher-faculty collaborations to explore new techniques of teaching and for publications in physics education research.
It will provide an excellent venue for linking teachers with industry personnel.
ROLE OF SEC IN TEACHER PREPARATION
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TEACHER-FACULTY COLLABORATION
A Science Teacher In Residence (STIR) Program to recommend to the physics faculty curricular revisions.
STIR can serve as a reality check for pre-service teachers and university faculty.
STIR can use this experience to develop professionally, in particular obtain graduate degrees.
A mentoring program conducted by STIRs can provide induction experience for pre-service and novice science teachers.
Create and disseminate a list of appropriate Internet sites appropriate to age groups.
Create an Internet community for each student group - history, cultures, sharing of information, etc.
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"The things we have to learn before we can do
them, we learn by doing them."
- Aristotle
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Briefing to the students on goals, laboratory practices, safety issues, responsibilities
Team assignments
Project Activity – computer simulations, hands-on model construction, comparative features between the simulations, models and real live situations
Open-ended investigations involving experimental design and computer simulations
Reports on status - before lunch and end-of-day
Final product demonstrations
Debriefing for the day
Follow up activities – report submission, revisit the laboratory, electronic communication, show and tell in classes
TYPICAL RANGE OF ACTIVITIES
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SEC - OUR FIRST FORAY
TYLER
NICOLASTREVOR
JAMAUL
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4THE FERRIS WHEEL
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4THE ROLLERCOASTER
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4THE CYBER SWARM
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4THE ELECTRONIC ARCADE
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4THE ROLLERCOASTER
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4THE PITCHER
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SEC’S ACTIVITIES THIS SUMMER
4 Middle/High School students participating in a series of projects during June-July.
They also participated in setting up new equipment.
17 11th-12th graders (Summer Transportation Institute) from across Texas participated in 1-day event on 23rd June.
A similar event is planned with Bellville Middle/High Schools for July 2nd week
A half-a-day meeting with science teachers is being planned for science and mathematics teachers from Waller, Hempstead and Royal HS in July.
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SUMMER TRANSPORTATION INSTITUTE
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SUMMER TRANSPORTATION INSTITUTE
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SUMMER TRANSPORTATION INSTITUTE
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SEC’S ACTIVITIES THIS FALL
Students, teachers, parents from Waller, Hempstead, Royal, and Eisenhower HS participating in 1-day project building events at least once a month.
Physics Faculty/Staff visiting schools with Mobile Labs.
Physics Department hosting science teachers’ webpages with news and resources updated frequently.
Periodic meetings between physics faculty and science teachers to continually evaluate and assess activities, plans and determine future actions.
Prepare and submit collaborative proposals for simultaneously enhancing the schools and the university.
Enhance programs for teacher development - professional development and educational advancement.
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Still under development by the Texas Education Agency, the Texas Science Initiative aims to eliminate student performance gaps in science by developing and implementing training for science educators, improving the quality of science instructional materials and creating higher standards for science education.
http://www.governor.state.tx.us/priorities/education/perryrecord
PVAMU’S APPROACH SUPPORTS THE TEXAS SCIENCE INITIATIVE
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ACTIONS AROUND THE WORLD - EUROPE
The Bologna declaration, made in June 1999 in Bologna by the higher-education ministers from 29 European nations (now signed by 40 nations), commits their governments to reforming their university systems to create a so-called European Higher Education Area by 2010.
The declaration has four ambitions.
(i) Improve the quality and effectiveness of the education provided by Europe's universities, particularly so that graduates are more employable.
(ii) Promote mobility of students, especially graduates.
(iii) Make European universities more attractive in the emerging global market for students.
(iv) Extend the notion of a European "identity" from politics and economics into the cultural and educational spheres.
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"Any country with an old-fashioned or peculiar degree structure will run the risk of having
problems in relation to other countries, and its students may suffer when their degrees are not understood by foreign employers. If we want to create a competitive common European labor market, a common degree structure will be
essential.”
- Torsten Kälvemark, International Developments in higher education for the
Swedish government
LOCAL CURRICULAR ALIGNMENTS ARE NOT ENOUGH!
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TO RECAPITULATE
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Have thorough knowledge of the subjects they teach
Demonstrate the ability to assess and increase student learning
Manage classrooms effectively
Care about the academic, social, civic, and personal success of all students
Use technology effectively to promote student learning
Collaborate with colleagues, parents, & community members to advance positive learning environments
Demonstrate relevance of material to real world
Are active and reflective learners
A LOT IS EXPECTED OF TEACHERS!
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TODAY’S STUDENT IS DIFFERENT
(So Called Generation Y—Millenials)25%+ of Americans
70 Million People
Value Diversity/Change Techno-savvy Want Work to be Meaningful
Key Word: Realistic
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NATURAL BUT DIFFERENT OUTLOOKS
Traditionalists Build a Legacy
Baby Boomers Build a Stellar Career
Generation X Build a Portable Career
Generation Y Build Parallel Careers
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We need to rethink our goals and approaches!
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“There are young people out there cutting raw cocaine with chemicals from the local hardware store. They are manufacturing new highs and new products by soaking marijuana in ever changing agents, and each of these new drugs is more addictive, more
deadly, and less costly than the last. How is it that we have failed to tap that ingenuity, that sense of
experimentation? How is it that these kids who can measure grams and kilos and can figure out complex monetary transactions cannot pass a simple math or
chemistry test?”
- Senator Kohl, from the U.S. Senate Hearing: "Crisis in Math and Science Education"
PARTING THOUGHT
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“Children are young,but they are not
naïve. And they are honest.
They are not going to keep wide awake
if thestory is boring.
When they get excited you can
see it in their eyes.”
- Chinua Achebe
FINALLY
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
QuickTime™ and aTIFF (Uncompressed) decompressor
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