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Reformed Instruction and Experience: Is there a
Link?
Tara Bartiromo, Suzanne Brahmia, Hector Lopez and Eugenia Etkina
July 28, 2009AAPT Summer MeetingAnn Arbor, Michigan
Investigative Science Learning Environment, college physics
Etkina and Van Heuvelen (2001; 2007)
+
yes
no
My observations(data)
RevisionMultiple explanations,
mechanisms or relations between physical quantities
Assumptions
More + Applications
Testing experiments:Does outcome match prediction based on explanation/relation?
check
different
The Teachers Implementing PUM
Middle school and high school teachers
A total of 30 teachers from 10 school districts: 20 new PUM teachers and 10 experienced PUM teachers
All teachers participated in a 2-day summer training held at Rutgers.
The experienced PUM teachers helped develop the materials and have taught the curriculum for 2 years: in ’07/‘08 and ’08/’09.
Curriculum: Pilot tested ‘07/’08 Revised summer ‘08 Field tested by exp and new PUM teachers ‘08/’09
Research Questions
1. How do years of experience using a reformed curriculum relate to reformed teaching practices?
2. Is there a relationship between participation in the development of the curriculum and reformed teaching practices?
3. Do teachers implement the same lesson differently? What does it look like?
In order to answer these questions, we observed teachers implementing the curriculum and recorded field notes and RTOP scores1.
1. D. Sawada, M. D. Piburn, E. Judson, J. Turley, K. Falconer, R. Benford, and I. Bloom, School Science and Mathematics, 102, 245-253 (2002).
Experience with PUM and Reformed Teaching Practices 10 observations of exp. PUM
teachers 1st year implementation - Mean: 59.7
29 observations of exp. PUM teachers 2nd year implementation - Mean: 79.2
Difference in RTOP scores is
statistically significant.
Participation in the Development and Reformed Teaching Practices
32 observations of new PUM teachers - Mean: 57.3
10 observations of exp. PUM teachers 1st yr implementation - Mean: 59.7
Difference in mean RTOP scores for 1st
year NOT significant.
A Sample Case: The Teachers
Teacher
Grade/Subject
Years of Experience
Experience with PUM
Physics Background
Tina High school physics
4 years New to PUM
Average physics background + methods courses
Harry 9th grade physical science
4 years New to PUM
Strong physics background + methods courses
Alex 8th grade science
5 years Helped develop PUM
Physics background through methods courses
A Sample Case: Did they Implement it Differently?
Total RTOP Scores:
Tina: 58
Harry: 49
Alex: 78.5
All considered at least partially reformed in
instruction. Alex is significantly more
reformed in his teaching practices.
A Sample Case: What did the Lesson Look Like?
Communication interactions and student/teacher interactions showed biggest differences.
Alex and Tina focused on student ideas and allowed for student-student interactions.
How do years of experience relate with the curriculum relate to reformed teaching practices? Teachers are more reformed in their second year of using the
curriculum.
Is there a relationship between participation in the development of the curriculum and reformed teaching?
No, only participation in the development in conjunction with experience implementing PUM do we see a relationship.
Do teachers implement the same lesson differently? Yes, two of the teachers taught lessons that were very student-
centered and the third lesson was much more teacher centered. However, all three teachers taught partially reformed lessons. It is possible to adapt the lessons to different teaching styles.
Conclusion
For More Information: http://pum.rutgers.edu http://www.islephysics.net http://paer.rutgers.edu/PT3/
References: - D. Sawada, M. D. Piburn, E. Judson, J. Turley, K. Falconer, R. Benford, and I. Bloom, School Science and Mathematics, 102, 245-253 (2002). - D. MacIsaac, and K. Falconer, The Physics Teacher, 40, 16-22 (2002). - E. Etkina, and A. Van Heuvelen, in Research-Based Reform of University Physics (2007), Vol. 1, WWW Document, (http://www.compadre.org/Repository/docu ment/ServeFile.cfm?ID=4988&DocID=239). - Etkina, E., Van Heuvelen, A., (2006, 2001), Investigative Science Learning Environment