Improving the preparation of K-12 teachers through physics education research

American Journal of Physics

Volumn 74, Issue 9, 2006, Pages 763-767

  McDermott, Lillian C ^a   Heron, Paula R L ^a   Shaffer, Peter S ^a   Stetzer, MacKenzie R ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748681442     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.2209244     Document Type: Article

References (34)

1. For specific references and additional discussion, see L. C. McDermott, "Preparing K-12 teachers in physics: Insights from history, experience, and research," Am. J. Phys. 74, 758-762 (2006).
2. Other important aspects include classroom management, social and cultural problems, psychological concerns, epistemological beliefs, and theories of learning.
3. L. C. McDermott, "A perspective on teacher preparation in physics and other sciences: The need for special courses for teachers," Am. J. Phys. 58, 734-742 (1990);
4. "Teacher education and the implementation of elementary science curricula," Am. J. Phys. ibid. 44, 434-441 (1976);
5. "Improving high school physics teacher preparation," Phys. Teach. 13, 523-529 (1974);
6. "Combined physics course for future elementary and secondary school teachers," Am. J. Phys. 42, 668-676 (1974).
7. L. G. Ortiz, P. R. L. Heron, and P. S. Shaffer, "Student understanding of static equilibrium: Predicting and accounting for balancing," Am. J. Phys. 73, 545-553 (2005).
8. P. S. Shaffer and L. C. McDermott, "A research-based approach to improving student understanding of the vector nature of kinematical concepts," Am. J. Phys. 73, 921-931 (2005).
9. L. C. McDermott and P. S. Shaffer, "Research as a guide for curriculum development: An example from introductory electricity, Part I: Investiga tion of student understanding," Am. J. Phys. 60, 994-1003 (1992);
10. Am. J. Phys. ibid. 61, 81(E) (1993);
11. P. S. Shaffer and L. C. McDermott, "Research as a guide for curriculum development; An example from introductory electricity, Part II: Design of instructional strategies," Am. J. Phys. ibid. 60, 1003-1013 (1992).
12. L. C. McDermott, P. S. Shaffer, and M. D. Somers, "Research as a guide for teaching introductory mechanics: An illustration in the context of the Atwood's machine," Am. J. Phys. 62, 46-55 (1994).
13. K. Wosilait, P. R. L. Heron, P. S. Shaffer, and L. C. McDermott, "Development and assessment of a research-based tutorial on light and shadow," Am. J. Phys. 66, 906-913 (1999);
14. P. R. L. Heron and L. C. McDermott, "Bridging the gap between teaching and learning in geometrical optics: The role of research," Opt. Photonics News 9(9), 30-36 (1998).
15. The results support the views expressed in Ref. 1.
16. L. C. McDermott and E. F. Redish, "Resource letter: PER-1: Physics education research," Am. J. Phys. 67, 755-767 (1999).
17. See, for example, "Balance and motion," in Full Option Science System (Lawrence Hall of Science, Berkeley, CA, 1995).
18. See "Background for the teacher," p. 2 of "Balance" in "Teacher Guide: Balance and motion," in Full Option Science System (Lawrence Hall of Science, Berkeley, CA, 1995).
19. L. C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry (Wiley, NY, 1996).
20. PbI has been used in courses for nonscience majors, as well as in preparatory courses for students aspiring to science-related careers but who are underprepared in science and mathematics. Two examples are R. E. Scherr, "An implementation of Physics by Inquiry in a large-enrollment class," Phys. Teach. 41(2), 113-118 (2003)
21. and L. C. McDermott, L. K. Piternick, and M. L. Rosenquist, "Helping minority students succeed in science, Part I. Development of a curriculum in physics and biology," J. Coll. Sci. Teach. 9, 136-140 (1980).
22. The term "pedagogical content knowledge" was introduced by L. S. Shulman, to characterize what a teacher needs to know beyond the content and pedagogy in order to help students learn. See, for example, L. S. Shulman, "Those who understand: Knowledge growth in teaching," Educational Researcher 15(2), 4-14 (1986).
23. This question is discussed in greater detail in Ref. 7.
24. L. C. McDermott, P. S. Shaffer, and the Physics Education Group at the University of Washington, Tutorials in Introductory Physics (Prentice Hall, Upper Saddle River, NJ, 2002).
25. See, for example, the discussion of research in the context of electric circuits described in L. C. McDermott, P. S. Shaffer, and C. P. Constantinou, "Preparing teachers to teach physics and physical science by inquiry," Phys. Educ. 35(6), 411-416 (2000).
26. For a more detailed description of the teaching experience, see D. L. Messina, L. S. DeWater, and M. R. Stetzer, "Helping preservice teachers implement and assess research-based instruction in K-12 classrooms," AIP Conf. Proc. edited by J. Marx, P. Heron, and S. Franklin (AIP, Melville, New York, 2005), p. 97.
27. See Secs. 1 and 2 of the module Light and Color in Physics by Inquiry (Ref. 13).
28. In addition to the examples from dynamics and geometrical optics discussed in this paper, see also the second paper in Refs. 6 and 18.
29. For additional assessments of teacher understanding in courses based on Physics by Inquiry that were reported by faculty at other institutions, see, for example, R. E. Scherr, "An implementation of Physics by Inquiry in a large-enrollment class," Phys. Teach. 41(2), 113-118 (2003);
30. K. C. Trundle, R. K. Atwood, and J. E. Christopher, "Preservice elementary teachers' conceptions of moon phases before and after instruction," J. Res. Sci. Teach. 39(7), 633-658 (2002);
31. J. A. Marshall and J. T. Dorward, "Inquiry experiences as a lecture supplement for preservice elementary teachers and general education students," Am. J. Phys. 68(7), S27-S36 (2000);
32. B. Thacker, E. Kim, K. Trefz, and S. M. Lea, "Comparing problem solving performance of physics students in inquiry-based and traditional introductory physics courses," Am. J. Phys. 62(7), 627-633 (1994);
33. and S. M. Lea, "Adapting a research-based curriculum to disparate teaching environments," J. Coll. Sci. Teach. 22(4), 242-244 (1993).
34. See, for example, Refs. 4-6 and 8.