CESAME at Northeastern University © Exploring Physics First June 30, 2003 Laboratory for Elementary Particle Physics Cornell University Ithaca, NY

CESAME at Northeastern University © Why Physics First? Paul Hickman Center for the Enhancement of Science and Mathematics Education (CESAME) Northeastern University Boston, MA

CESAME at Northeastern University © "Ninth grade physics is the proper discipline to introduce students to science. A key concept is the simplification of phenomena... which leads to crisp and reasonably accurate applications of basic concepts to simple systems... Ultimately, the goal of such a high school experience is to embed in all high school graduates, a 'science way of thinking' that will endure forever." Leon Lederman (2003)

CESAME at Northeastern University © The Center for Enhancement of Science and Mathematics Education (CESAME) CESAME is an education, research and development center, supported by the National Science Foundation, that works with schools, districts, state agencies and other organizations to effectively implement science, technology, engineering and mathematics curricula in grades K-12. CESAME's work is informed by and contributes to the research base in the design and validation of models and in the delivery of technical assistance, onsite and online support, and K-12 outreach for teachers and their students.

CESAME at Northeastern University © (Please read this passage aloud) The Montillation of Traxoline "It is very important to learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fervon and then bracter it to quasel traxoline. Our zionter lescelidge may make traxoline one of our most lukizes snezlaus."

CESAME at Northeastern University © Please answer the questions below: 1.What is traxoline? 2.Where is traxoline montilled? 3.How is traxoline quaseled? 4.Why is it important to know about traxoline?

CESAME at Northeastern University © Like you, most students can answer these questions. Like the rest of us, they have a set of well-developed strategies for producing correct answers to questions that they do not understand. While this is sometimes a useful skill, we aspire to more in our science and mathematics classes. To achieve our goals, however, we will need new and more scholarly approaches to teaching. (Seizing Opportunities, AAAS 1997)

CESAME at Northeastern University © Arguments for Physics First Pedagogical Developmental Belief Based Outcomes

CESAME at Northeastern University © PEDAGOGICAL Physics is the foundation of all science It is the easiest to observe through experiments Gives students the opportunity to apply their mathematical skills to real situations Deals with phenomena that relate directly to the students’ world

CESAME at Northeastern University © DEVELOPMENTAL Provides concrete science experiences Improves problem-solving skills Ninth graders are eager students Additional mathematics can be introduced as needed Improves oral and written communication skills

CESAME at Northeastern University © BELIEF BASED Conceptual Understanding Cooperative/Collaborative Learning Writing to make Thinking Visible Mathematics is Essential

CESAME at Northeastern University © OUTCOMES Students take more science courses Greater success in Chemistry and Biology Students take more AP courses More females take physics Increased interest in STEM careers Greater mathematical proficiency Parents perceive PCB as more rigorous

CESAME at Northeastern University © “Leadership in today’s knowledge economy requires world-class scientists and engineers and a national workforce that is scientifically, technically and mathematically strong.” NSF Strategic Plan (2003)

CESAME at Northeastern University © Changing Emphases for Teaching (NSES) From: Presenting scientific knowledge through lecture, text, and demonstration To:Guiding students in active and extended scientific inquiry From: Focusing on student acquisition of information To:Focusing on student understanding and use of scientific knowledge, ideas, and inquiry processes

CESAME at Northeastern University © Changing Emphases for Assessment (NSES) From: Assessing what is easily measured To: Assessing what is most highly valued From: Assessing scientific knowledge To: Assessing scientific understanding and reasoning

CESAME at Northeastern University © Changing Emphases for Assessment (NSES) From: Assessing to learn what students know To: Assessing to learn what students do or do not understand From: Assessing discrete knowledge To: Assessing rich, well-structured knowledge

CESAME at Northeastern University © (Great New Book from the National Research Council) Knowing What Students Know: The Science and Design of Educational Assessment NAP, 2001 "What students know and how well they know it - as well as the methods used to make inferences about student learning can be made more valid and instructionally useful." You can order the book or read it online at the National Academy Press web site

CESAME at Northeastern University © The Standards are calling for a changing emphases in teaching and assessment but there are genuine tensions between the extremes in teaching practices and beliefs that both novice and experienced teachers deal with every day.

CESAME at Northeastern University © Tensions Depth vs Breadth Laboratory vs Exposition

CESAME at Northeastern University © Tensions Text as the Bible vs Text as a Resource Reading (about Science) vs Writing (about Science)

CESAME at Northeastern University © Tensions Student Centered Instruction vs Teacher Centered Instruction Individual Work vs Collaboration

CESAME at Northeastern University © Tensions Seat Work vs Out-of-Classroom Experience Formulas vs Phenomena

CESAME at Northeastern University © Tensions Direct Instruction vs Inquiry Test for a Grade vs Assess to Improve Instruction

CESAME at Northeastern University © Tensions Interactive Demonstration vs Gotcha Teaching for Understanding vs Teaching for exit exam