Bulletin of the American Physical Society
APS April Meeting 2012
Volume 57, Number 3
Saturday–Tuesday, March 31–April 3 2012; Atlanta, Georgia
Session G6: Invited Session: Students as Colleagues: An Examination of Teacher-Student Collaboration in Improving Educational Environments |
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Sponsoring Units: FEd COM Chair: Angela Little, University of California, Berkeley Room: Embassy C |
Sunday, April 1, 2012 8:30AM - 9:30AM |
G6.00001: Progress through Predicament: How Collaborating on Tough Problems Cultivates a Successful, Supportive Community Invited Speaker: Ana Aceves How can a physics department best support its students and encourage success during their academic careers, particularly for those traditionally underrepresented in physics? A well-designed, well-taught curriculum is a necessary component, but there are important steps a department can take in addition to improving what happens in the classroom. The Compass Project at UC Berkeley is a program that focuses on supporting students in the physical sciences inside and outside the classroom. Compass's philosophy is that students can learn better if they feel like they are a part of a supportive community brought together by working on meaningful and difficult problems. For Compass, this community starts in the classroom, where students tackle real-world physics projects together. It continues to develop during their engagement with organizational decision-making, through which students take ownership over many of Compass's programs and shape them to better meet their needs. Compass is not a program done to or for students, it is a program of and by students to meet the challenges they face. Through conversations with students, survey results, and video data, our talk will demonstrate the importance of these types of experiences for supporting student success. [Preview Abstract] |
Sunday, April 1, 2012 9:30AM - 10:15AM |
G6.00002: Collaborative activities for improving the quality of science teaching and learning and learning to teach science Invited Speaker: Kenneth Tobin I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement. [Preview Abstract] |
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