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

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

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

4. 4 Workshops - Summer n Vary in length from 1-4 weeks n Modeling-type workshops most effective – 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

5. 5 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 ?

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

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

8. 8 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

9. 9 Action Research Roles of Action-Research Team

10. 10 Action Research Models of Physical Science n 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 9th grade physical science course n Currently taught as PHS 534 at ASU.

11. 11 Action Research Models of Physical Science n Current efforts – Weave modeling, structure of matter and energy threads into a coherent full-year 8th or 9th 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

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

13. 13 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)

14. 14 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

15. 15 Action Research Team Interaction of light and matter n 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

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

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