1. A Road Less Traveled: Industrial Ph.D. Physicist to High School Physics Teacher Christopher Olszewski Buffalo State College 1300 Elmwood Ave., Buffalo, NY 14222 cjo496@yahoo.com Role of Colleges and Universities in Preparing Future Physics Teachers Cornell University June 19, 2006

2. 2 Personal Background 1980 1990 2000 2010 1988: Brookdale Comm. College (Intro Calc) 1999: Project Astro Nova (3 rd Grade Astronomy) 1984: Ph.D. Univ. of IL. (U-C) (Exp. Part. Physics) AT&T Bell Labs 2000: Tellium 1995: AT&T Labs 2004: Buffalo State College (Alt. Cert. Prog.) 1977: B.Sc. McGill Univ. 2003: Tellium died

3. 3 SUNY - Buffalo State College’s Alternate Certification Program Buffalo State College’s (BSC’s) program includes: Summer academy of showcase courses (mechanics, E&M, new physics teacher workshop) Extensive student-mode experiences Significant Pedagogical Content Knowledge (PCK) Guided reflections Student-centric reformed teaching (consistent with Reformed Teacher Observation Protocol (RTOP) Encouragement of student discourse and whiteboards Physics Education Research (PER) seminar course Education courses (state mandated) Field work

4. 4 Results of BSC’s Alternative Certification Program Significant changes to my concepts of good physics learning and teaching Previously: largely teach as taught Now: much more student-centric New concepts documented in Class assignments Spontaneous class notes Guided reflections Learning commentaries (thinking changes in one physics idea – before & after) Compared old and new concepts of good teaching later

5. 5 Examples of Significant Changes to Personal Beliefs of Good Physics Teaching What I Believed ThenWhat I Believe Now Different Types of Knowledge Really, audio and visual input are the keys: the teacher speaking, and the students listening Kinesthetic learning experiences (and other sensory experiences) give students a good basis for new knowledge in an entirely different way (Arons, 1997) Student Verbalization & Explanations Student explanations are frequently in error: teacher-given explanations are much preferable Having students explain their reasoning is valuable to them and their classmates Lab Activities Laboratory exercises should have a clear procedure, to minimize the students chance of making mistakes and errors Most laboratory exercises should be open-ended unstructured activities, with broad clear goals calling on student creativity and thoughtfulness Kinesthetic learning experiences (and other sensory experiences) give students a good basis for new knowledge in an entirely different way (Arons, 1997) Having students explain their reasoning is valuable to them and their classmates Most laboratory exercises should be open-ended unstructured activities, with broad clear goals calling on student creativity and thoughtfulness

6. 6 Examples of Significant Changes to Personal Beliefs of Good Physics Teaching (Cont’d) What I Believed ThenWhat I Believe Now Process of Science / Learning At this level, students should do most of their learning on their own: They’ll have to learn to work on their own eventually anyway Science is done frequently in groups. Therefore, many activities should be done in groups, as a demonstration of “real science” Encouragement of Thinking Frustration in students should be minimized by the teacher by clear explanations, appropriate problems, and demos Students should encounter frustration regularly as they learn: Intellectual dissonance / discomfort are essential Science is done frequently in groups. Therefore, many activities should be done in groups, as a demonstration of “real science” Students should encounter frustration regularly as they learn: Intellectual dissonance / discomfort are essential

7. 7 Varying Levels of Effects of Program Elements Assessed influence of various program elements on changes in my beliefs about good teaching Used class notes and assignments Four approximate categories of effects: Triggering element of changed beliefT Essential component of changed belief E Very strong support of changed belief V Strong support of changed belief S

8. 8 Effects of Program Elements on Changes in Beliefs of Good Teaching Changed Belief Topic Program Elements Showcase Courses PER Educ. Courses Field Work Stdt. Mode PCKReflcn.RTOP Stdt. Disc. / WB Different Types of Knowledge TEEVVE Student Verbalizations and Explanations EEEETVVV Laboratory Activities TEVSV Process of Science / Learning TEEEVV Encouragement of Thinking TVEVVSVE

9. 9 Analysis Student mode activities “triggered” many changes Similar to teaching as taught No appreciation of benefits without personal experience Reflection maintained and motivated changes Comparison between before & after Assessing effectiveness of approach (constant process) PCK an essential element in many changes PCK transfer is important goal of program Research based RTOP, student discourse and whiteboards essential elements, very strong supporters, and trigger of many changes

10. 10 Conclusions From my experience and background, I believe an effective program for physics teachers would include: Extensive student-mode activities Reflection on learning Promulgation of physics PCK Promotion of student discourse Encouragement of students to be active learners Programs should also follow PER, and add to it Warning: Use caution when extrapolating from single event