Bulletin of the American Physical Society
2008 APS April Meeting and HEDP/HEDLA Meeting
Volume 53, Number 5
Friday–Tuesday, April 11–15, 2008; St. Louis, Missouri
Session T7: Excellence in Physics Education Award Session |
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Sponsoring Units: FEd Chair: Leo Kadanoff, APS Past-President, University of Chicago Room: Hyatt Regency St. Louis Riverfront (formerly Adam's Mark Hotel), Rose Garden |
Monday, April 14, 2008 3:30PM - 4:06PM |
T7.00001: Excellence in Physics Education Award Talk: Development of research-based and research-validated curriculum by the Physics Education Group at the University of Washington Invited Speaker: The Physics Education Group at the University of Washington has been conducting research on the learning and teaching of physics and developing research-based and research-validated curriculum since the mid 1970’s. During all of this time, the group has been deeply involved in preparing K-12 teachers to teach physics and physical science by inquiry.\footnote{ L.C. McDermott and the Physics Education Group at the University of Washington,\textit{Physics by Inquiry,} John Wiley \& Sons (1996).} For almost 20 years, the group has also been engaged in a major effort to improve the effectiveness of instruction in introductory physics.\footnote{ L.C. McDermott, P.S. Shaffer, and the Physics Education Group at the University of Washington,\textit{Tutorials in Introductory Physics,} Prentice Hall (2002).} More recently, the group's work has expanded to include topics beyond the introductory level (\textit{e.g.,} thermal physics, special relativity, and quantum mechanics). The effectiveness of instructional materials produced by the group is assessed at the University of Washington and at other institutions in the U.S. and abroad. Modifications are based on ongoing research. The curriculum has greatly benefited from the contributions of many faculty, post-docs, and graduate students. Other factors that have proved critical for successful adoption have been continuing collaborations and support for faculty at other institutions. The history and overall design of the instructional materials will be illustrated in the context of specific examples that highlight important aspects of their development. [Preview Abstract] |
Monday, April 14, 2008 4:06PM - 4:42PM |
T7.00002: Physics by Inquiry: Deepening Understanding from Elementary Teachers to University Faculty Invited Speaker: The University of Washington's \textit{Physics by Inquiry} (McDermott et al., 1996) is unique among research-based curricula in the depth and detail in which it allows students to develop their understanding of topics in basic (entry-level) physics and reflect on that understanding as it develops. In the words of one ``third-generation'' Physics by Inquiry student who went on to teach high school physics, ``Most of the inquiry that I have tried requires some significant leap to reach the final conclusion. With [Physics by Inquiry] you have all of these small decisions that the kids make and remake as necessary. It really does a good job of teaching inquiry.'' In the University of Texas course, \textit{Physics by Inquiry} has provided a platform for learners at all levels, from students taking their first college science course, to those with graduate degrees and teaching experience at the college level, including physics education researchers, to enhance their understanding of physics and how it is learned. In addition, by requiring students to expose their thinking, this curriculum has enabled further research into student understanding, in particular into gender differences and artifacts of previous instruction. [Preview Abstract] |
Monday, April 14, 2008 4:42PM - 5:18PM |
T7.00003: The impact of the Washington Physics Education Group on the teaching and learning of introductory physics Invited Speaker: The Washington Physics Education Group has had a significant impact on physics instruction through their development of research-based instructional materials. I will focus on the use of their \textit{Tutorials in Introductory Physics} in introductory college-level physics classes. These tutorials are designed to target the very real conceptual difficulties that these students have with classical physics topics. I will describe the design and implementation of these materials and discuss student performance data from a variety of institutions. [Preview Abstract] |
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