Action Research in High School Physics Larry Dukerich

Action Research in High School Physics Larry Dukerich Dobson HS, Mesa, AZ Dept of Physics & Astronomy, Arizona State U.

Professional Development Current options n Graduate courses – – n Workshop – – n Education Content area University Vendor-sponsored Independent study 2

Graduate courses n Advantages – – n Just show up and do the work Readily recognized by school districts or state Dept of Education Drawbacks – – – Instructor sets agenda Content may not be relevant to your needs Unlikely to significantly affect current practice 3

Workshops - Summer Vary in length from 1 -4 weeks n Modeling-type workshops most effective n – – 3 -4 week immersion experience Opportunities to examine one’s practice Interaction with colleagues Promotes “learning community” n follow-up meetings n communication via listserv 4

Workshops-Commercial n Sponsored by technology companies – – – 1 -5 days in length Usually focus on learning technology Rapid pace & narrow focus n How to master use of technology n Can be overwhelming n Affords little opportunity for reflection n Motivation to participate ? 5

Independent Study n Distance Learning – n e. g. , Montana State U Arranged with professor at local college or university 6

Action Research - Origins n Modeling Instruction Program at ASU 1990 -present – 1 st Summer Workshop n Learn – Modeling Method in mechanics 2 nd Summer Workshop n Participants formed AR teams to focus on revising materials for use in 2 nd semester high school physics course n Goal: make curriculum model-centered rather than topic-centered 7

Action Research Team n 2 -6 teachers, university faculty, & grad students with common goals: – Improve some aspect of instruction n Existing high school physics course n Develop course recommendations for new course n Refine professional development courses in MNS program at ASU – Make improvements available to larger community 8

Action Research Roles of Action-Research Team 9

Action Research Models of Physical Science Drew ideas from Underpinnings in Arnold Arons’ Teaching Introductory Physics n Worked on by AR teams in 5 successive summers n Evolved into materials for 9 th grade physical science course n Currently taught as PHS 534 at ASU. n 10

Action Research Models of Physical Science n Current efforts – – Weave modeling, structure of matter and energy threads into a coherent full-year 8 th or 9 th grade physical science course Incorporate activities that integrate math and science courses n Sim-Calc Mathworlds (Jim Kaput) n Use of common vocabulary n Reinforce concepts learned in each course 11

Action Research Interaction of light & matter PHS 560 Summer 2001 at ASU n Instructor’s goals: n – – – Help teachers see utility of SHO to model interaction of electron and light Intro developments in 20 th century physics to HS teachers Help teachers develop lessons for their advanced students 12

Action Research Interaction of light & matter n Attempt to use Modeling approach – – – Little formal lecture Integrated lab and discussion Intro teachers to use of software n Excel spreadsheets n Born (chain of connected oscillators) n Atom in a Box (electron transitions) n Visual Quantum Mechanics (models to account for spectra from gas lamps and LED’s) 13

Action Research Interaction of light & matter n Agenda too ambitious – – – Teachers rusty with calculus Compressed summer schedule not conducive to reflection and assimilation Conflict between “covering” material and allowing learning to occur 14

Action Research Team Interaction of light and matter Professor, grad student, and three HS teachers n Goal: restructure course to make it more effective for Summer 2002 n Weekly meetings at ASU to coordinate efforts of team members n 15

Action Research - Advantages n For HS Teachers – – n Agenda based on perceived need Tasks negotiated between team members Intellectually rewarding Results in useful product For Grad Students – Exposure to teachers with expertise in pedagogy 16

Action Research - Advantages n For University/College Faculty – – n Satisfaction of helping local teachers Less demanding than regular course For all – Members with common interests, but different motivations can learn from one another 17