Preparing K-12 teachers in physics: Insights from history, experience, and research

American Journal of Physics

Volumn 74, Issue 9, 2006, Pages 758-762

  McDermott, Lillian C ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33748714734     PISSN: 00029505     EISSN: None     Source Type: Journal    
DOI: 10.1119/1.2209243     Document Type: Review

References (30)

1. NSES, published in 1996 by the National Research Council (NRC) of the NAS, set general goals for K-12 science education and made recommendations in science teaching, professional development, assessment, content, school science programs, and system support.
2. Benchmarks, published in 1994 by AAAS Project 2061, are recommendatios for what students should know and be able to do at particular grade levels.
3. TIMSS (Trends in International Mathematics and Science Study) involved tests of 4th. 8th, and 12th grade students in 1995, 1999, and 2003. The next set will be given in 2007.
4. Rising above the gathering storm: Energizing and employing America for a brighter economic future (National Academy Press, 2006) contains prioritized recommendations for actions that could be taken.
5. "America's pressing challenge - Building a stronger foundation," National Science Board, February, 2006.
6. The motivation for this editorial was provided by the invitation to present the keynote address at the 2005 Physics Education Research Conference, August 10-11 in Salt Lake City, Utah.
7. The titles of these projects and the names of a few of the physicists and professional organizations associated with them are Elementary Science Study (Philip Morrison), Science Curriculum Improvement Study (Robert Karplus), Science - A Process Approach (AAAS), Introductory Physical Science (Uri Haber-Schaim). Harvard Project Physics (Gerald Holton), and Physical Science Study Committee (Jerrold Friedman and Uri HaberSchaim).
8. The development of PSSC and the events that led to the development of this and other NSF-funded curricula are examined in J. L. Rudolph, Scientists in the Classroom: The Cold War Reconstruction of American Science Education (Palgrave, New York, 2002).
9. This point of view is discussed in greater detail in L. C. McDermott, "Millikan Award Lecture: What we teach and what is learned-Closing the gap," Am. J. Phys. 59, 301-315 (1991).
10. See, for example, L. C. McDermott, P. R. L. Heron, P. S. Shaffer, and M. R. Stetzer, "Improving the preparation of K-12 teachers through physics education research," Am. J. Phys. 74, 763-767 (2006).
11. A. B. Arons, "Cultivating the capacity for formal reasoning: Objectives and procedures in an introductory physical science course," Am. J. Phys. 44, 834-838 (1976);
12. "Anatomy of an introductory course in physical science," J. Coll. Sci. Teach. 41, 769-782 (1972).
13. The textbook that evolved from this course. The Various Language (Oxford University Press, New York, 1977). inspired the development of the first curriculum cited in Ref. 24.
14. 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):
15. "Teacher education and the implementation of elementary science curricula,"Am. J. Phys. ibid. 44, 434-441 (1976);
16. "Improving high school physics teacher preparation," Phys. Teach. 13, 523-529 (1975);
17. "Combined physics course for future elementary and secondary school teachers," Am. J. Phys. 42, 668-676 (1974).
18. A statement on the Education of Future Teachers was sent to Department Chairs in September 1999. See 〈http://www.aps.org/statements/99_1. cfm〉.
19. AIP Statistical Research Center: 2000-2001 High School Physics Survey.
20. A. B. Arons and L. C. McDermott, "Teachers of physics in our schools," Am. J. Phys. 60, 103 (1992).
21. PhysTEC was funded by NSF in 2001. The grant was awarded to the APS, AAPT, and AIP. The coalition has recently been broadened to PTEC, which includes additional physics departments.
22. For an example of how student involvement in a lecture class can be increased through the use of a personal response system or other methods, see E. Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1997).
23. See L. C. McDermott and E. F. Redish, "Resource Letter: PER-1: Physics education research," Am. J. Phys. 67, 755-767 (1999).
24. This term 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, "Those who understand: Knowledge growth in teaching," Educational Researcher 15, 4-14 (1986).
25. For an example at the elementary school level, see L. C. McDermott, "Practice teaching program in physics for elementary school teachers," Am. J. Phys. 42, 737-742 (1974).
26. T. O'Brien Pride, S. Vokos, and L. C. McDermott, "The challenge of matching learning assessments to teaching goals: An example from the work-energy and impulse-momentum theorems," Am. J. Phys. 66, 147-157 (1998).
27. 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).
28. A discussion of such tests can be found in S. Kanim and M. Loverude, "Content exams for pre-service physics teachers: A failing grade," Phys. Teach. 44, 101-105 (2006). The authors give illustrations of poor questions from examinations in current use, including the Praxis physics test produced by the Educational Testing Service.
29. L. C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry (Wiley, New York, 1996);
30. 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).