際際滷

際際滷Share a Scribd company logo

Giving The Physics Bug To Elementary Education Students

Download as PPT, PDF
C
corptocorp

The document discusses creating a physics course for elementary education students to increase their confidence and understanding of basic physics concepts. It describes the course structure, topics covered, hands-on activities and labs used, and positive feedback from students. The goals are to attract students to the course, use teaching methods consistent with how they will teach, and give students an appreciation of physics concepts without an extensive math background.

1 of 25
Download to read offline
Giving the Physics Bug to Elementary Education Students Mats Selen, UIUC Inga Karliner, Sheila Ashbrook, Barbara Hug, Steve Zoerb, Lauren Denofrio, Jeff Condis, Dept. of Physics, Women In Engineering
油
Why ? Many (most) elementary school teachers are not confident in their knowledge of math & science, in particular physics. This cant help but rub off on their students. This is particularly bad for girls since most elementary school teachers are women. Content: Methods: The typical elementary education curriculum does not deal directly with this. The UIUC science & math requirements are shown below:
In addition to the obvious (Physics, Astronomy, and Chemistry), these do: Elementary Ed students typically take Food Science and Nutrition and Geography (or Geology ) to satisfy their PS requirement So, what counts as a Physical Science ??
Contrast this with the National Standards: www.nap.edu/readingroom/books/nses/html/6c.html
Some details of these requirements Q: Where will the teachers learn this stuff ? A: Not here ?
What about their education courses? These are methods classes. Focus should on how to teach , not on content. The if students dont know content coming into these classes the instructor must take some class time to cover very basic content before discussing methods. This is a problem ! Seriously takes away from the real purpose of class. All sciences are covered (physics, chemistry, biology) which means that any meaningful content cant be adequately taught anyway.
Our Idea Create a class that will give students confidence in their ability to understand physics concepts. Should come out with a positive I can do this attitude. When their own students ask them a science question their response should be one of two things: Great question. Let me explain the answer Great question. I dont know the answer, but I know we can find out what it is Considerations: Students must be attracted to the class. Methods used in this class should be consistent with the way they will ultimately teach their own classes. No point making it if no-ones takes it. Must have appropriate scope. Cant cover all of the materials in the national standards. Must give students appreciation for concepts without math.
Mostly women (all 24 this semester, in fact) Almost all had physics in high school. Most liked their high school physics class ! They are all very smart but lack confidence. Especially true in math & physics. They socialize extremely well and enjoy working in groups. Took me a while to really appreciate how nice this is. Not true for all physics and engineering majors They love getting their hands on stuff and playing. They love to learn. Who are the students?
The simple things we can do: Make the class count toward Physical Science requirement. Make class count toward Lab requirement. Schedule it not to conflict with required ED classes. The things that require more thought: Make it fun (more on this). Make it relevant. Use methods similar to ones they will use. Hands on guided inquiry lab. Give them materials & ideas to use in their own classroom. The Tub. Important to have appropriate scope. Challenge them to produce their own lesson plans. This is where some of the topics not discussed in class can be covered. Students must be attracted to the class.
Hands on labs inquiry based activities: Hard Core inquiry is not quite appropriate. Very good but very slow Would not cover enough materials to make class attractive We are trying what you might call guided inquiry Dont demand that they have to discover every last detail from scratch. Give help when appropriate to move things along. Have them use materials and do activities that they can replicate in their own classrooms. Inexpensive equipment Washers from Farm & Fleet ($1.09/lb), Cheap thermometers, stopwatches etc Show heat capacity demo Methods used in this class should be consistent with the way they will ultimately teach their own classes.
There are 11 full 3 hour labs in a semester (14 weeks 3 special * ). We can cover at most 11 topics. We need to choose the right ones: 1. Uncertainty and the Nature of Science 2. Atoms and the States of Matter 3. Heat and Temperature 4. Mass, Weight and Balance 5. Volume, Density, Floating, & Sinking 6. Measuring and Graphing Motion 7. Simple Forces & Newton's Laws 8. Investigating Gravity 9. Simple Machines 10. Simple Circuits 11. Magnets & Motors Appropriate Scope * Student projects Our picks
A different topic is covered each week. Each week has the following structure: All required materials are given to students each week in the Monday lab. The web based homework and preflights probes conceptual understanding: Homework is used as part of each students grade. Preflights provide feedback for designing Wednesdays lecture. Class Structure - - Lecture/ Discussion (4pm 5pm) Web-Based Homework & Preflights Hands-on lab (2pm 5pm) See Example Friday Thursday Wednesday Tuesday Monday
Grading: Class Participation (Lab and Discussion) 40% Web Based Homework & Preflights 25% Final Quiz (copied from Homework & Labs) 10% Final Project (includes write-up & presentation) 25% Final Project: Students work in groups of 4 to create a 30 minute hands on lab Just like the ones they did in class all semester. The need to provide: Lab materials (paid for by me) Lab write-up. Lesson plan. These labs are taught to their fellow Physics 123 students during the last 2 lab periods of the semester. Class Structure
Hands on labs Let them live the math whenever possible Example: F = ma (actually, they learn a = F/m ) Skateboards, ropes & spring scales (demo) . Turns out that a little math is actually OK as long as its in the context of some concept they understand. Balance (i.e. torque) demo Appreciation for concepts without math.
Students work in groups doing hands-on projects. Encourage competition between groups. Prizes Make projects interesting & unusual i.e. egg drop , clay boat, magnets, motors etc Halftime Take a 10 minute break in the middle of 3 hr lab to have a snack and do something different. Get to know the others, share stories etc Share hobbies (origami, crocheting) Music Let the students guide what happens in the lecture/discussion. Use Preflights to probe their understanding. Answer their I always wondered why type science questions. Do as many cool demos as possible. What about the Fun part?
Lets look at answers to this one (we did not specifically discuss this in class at all) Preflight Example:
油
We got this idea about half way through the semester:
油
This question always gets very interesting results: Click here to see web page This is a great opportunity to show students how to figure out the answer to questions they will get from their class some day.
Direct Feedback:
Direct Feedback:
Direct Feedback:
Overall I am delighted with the way the course is going. We have covered quite a bit of physics ! The students like it and I know they are saying good things about it to their friends. This is really very important. Expect big enrollment in Spring/05. There are details of every lab that were good & bad. These will be tuned for next spring. Need to create bonus activities to keep faster groups from getting bored when waiting for slower groups to finish. The students are simply wonderful. Most fun class I have ever taught. Lessons Learned

More Related Content

Giving The Physics Bug To Elementary Education Students

  • 1. Giving the Physics Bug to Elementary Education Students Mats Selen, UIUC Inga Karliner, Sheila Ashbrook, Barbara Hug, Steve Zoerb, Lauren Denofrio, Jeff Condis, Dept. of Physics, Women In Engineering
  • 2. 油
  • 3. Why ? Many (most) elementary school teachers are not confident in their knowledge of math & science, in particular physics. This cant help but rub off on their students. This is particularly bad for girls since most elementary school teachers are women. Content: Methods: The typical elementary education curriculum does not deal directly with this. The UIUC science & math requirements are shown below:
  • 4. In addition to the obvious (Physics, Astronomy, and Chemistry), these do: Elementary Ed students typically take Food Science and Nutrition and Geography (or Geology ) to satisfy their PS requirement So, what counts as a Physical Science ??
  • 5. Contrast this with the National Standards: www.nap.edu/readingroom/books/nses/html/6c.html
  • 6. Some details of these requirements Q: Where will the teachers learn this stuff ? A: Not here ?
  • 7. What about their education courses? These are methods classes. Focus should on how to teach , not on content. The if students dont know content coming into these classes the instructor must take some class time to cover very basic content before discussing methods. This is a problem ! Seriously takes away from the real purpose of class. All sciences are covered (physics, chemistry, biology) which means that any meaningful content cant be adequately taught anyway.
  • 8. Our Idea Create a class that will give students confidence in their ability to understand physics concepts. Should come out with a positive I can do this attitude. When their own students ask them a science question their response should be one of two things: Great question. Let me explain the answer Great question. I dont know the answer, but I know we can find out what it is Considerations: Students must be attracted to the class. Methods used in this class should be consistent with the way they will ultimately teach their own classes. No point making it if no-ones takes it. Must have appropriate scope. Cant cover all of the materials in the national standards. Must give students appreciation for concepts without math.
  • 9. Mostly women (all 24 this semester, in fact) Almost all had physics in high school. Most liked their high school physics class ! They are all very smart but lack confidence. Especially true in math & physics. They socialize extremely well and enjoy working in groups. Took me a while to really appreciate how nice this is. Not true for all physics and engineering majors They love getting their hands on stuff and playing. They love to learn. Who are the students?
  • 10. The simple things we can do: Make the class count toward Physical Science requirement. Make class count toward Lab requirement. Schedule it not to conflict with required ED classes. The things that require more thought: Make it fun (more on this). Make it relevant. Use methods similar to ones they will use. Hands on guided inquiry lab. Give them materials & ideas to use in their own classroom. The Tub. Important to have appropriate scope. Challenge them to produce their own lesson plans. This is where some of the topics not discussed in class can be covered. Students must be attracted to the class.
  • 11. Hands on labs inquiry based activities: Hard Core inquiry is not quite appropriate. Very good but very slow Would not cover enough materials to make class attractive We are trying what you might call guided inquiry Dont demand that they have to discover every last detail from scratch. Give help when appropriate to move things along. Have them use materials and do activities that they can replicate in their own classrooms. Inexpensive equipment Washers from Farm & Fleet ($1.09/lb), Cheap thermometers, stopwatches etc Show heat capacity demo Methods used in this class should be consistent with the way they will ultimately teach their own classes.
  • 12. There are 11 full 3 hour labs in a semester (14 weeks 3 special * ). We can cover at most 11 topics. We need to choose the right ones: 1. Uncertainty and the Nature of Science 2. Atoms and the States of Matter 3. Heat and Temperature 4. Mass, Weight and Balance 5. Volume, Density, Floating, & Sinking 6. Measuring and Graphing Motion 7. Simple Forces & Newton's Laws 8. Investigating Gravity 9. Simple Machines 10. Simple Circuits 11. Magnets & Motors Appropriate Scope * Student projects Our picks
  • 13. A different topic is covered each week. Each week has the following structure: All required materials are given to students each week in the Monday lab. The web based homework and preflights probes conceptual understanding: Homework is used as part of each students grade. Preflights provide feedback for designing Wednesdays lecture. Class Structure - - Lecture/ Discussion (4pm 5pm) Web-Based Homework & Preflights Hands-on lab (2pm 5pm) See Example Friday Thursday Wednesday Tuesday Monday
  • 14. Grading: Class Participation (Lab and Discussion) 40% Web Based Homework & Preflights 25% Final Quiz (copied from Homework & Labs) 10% Final Project (includes write-up & presentation) 25% Final Project: Students work in groups of 4 to create a 30 minute hands on lab Just like the ones they did in class all semester. The need to provide: Lab materials (paid for by me) Lab write-up. Lesson plan. These labs are taught to their fellow Physics 123 students during the last 2 lab periods of the semester. Class Structure
  • 15. Hands on labs Let them live the math whenever possible Example: F = ma (actually, they learn a = F/m ) Skateboards, ropes & spring scales (demo) . Turns out that a little math is actually OK as long as its in the context of some concept they understand. Balance (i.e. torque) demo Appreciation for concepts without math.
  • 16. Students work in groups doing hands-on projects. Encourage competition between groups. Prizes Make projects interesting & unusual i.e. egg drop , clay boat, magnets, motors etc Halftime Take a 10 minute break in the middle of 3 hr lab to have a snack and do something different. Get to know the others, share stories etc Share hobbies (origami, crocheting) Music Let the students guide what happens in the lecture/discussion. Use Preflights to probe their understanding. Answer their I always wondered why type science questions. Do as many cool demos as possible. What about the Fun part?
  • 17. Lets look at answers to this one (we did not specifically discuss this in class at all) Preflight Example:
  • 18. 油
  • 19. We got this idea about half way through the semester:
  • 20. 油
  • 21. This question always gets very interesting results: Click here to see web page This is a great opportunity to show students how to figure out the answer to questions they will get from their class some day.
  • 25. Overall I am delighted with the way the course is going. We have covered quite a bit of physics ! The students like it and I know they are saying good things about it to their friends. This is really very important. Expect big enrollment in Spring/05. There are details of every lab that were good & bad. These will be tuned for next spring. Need to create bonus activities to keep faster groups from getting bored when waiting for slower groups to finish. The students are simply wonderful. Most fun class I have ever taught. Lessons Learned