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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska


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Sessions and Events w/Abstracts

Date: Monday, August 01

 

Total Number of Records Found: 7

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AI:   

Potpourri of Teacher Preparation Programs I
  Location: SS 104
  Date: Monday, Aug.01
  Time: 8:00AM - 10:00AM
  Presider: Taha Mzoughi,
  Co-Presiders(s): None
  Equipment: N/A
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AI01:   

A Teacher Preparation Model that Cultivates Student Success and Diversity
  Location: SS 104
  Date: Monday, Aug.01
  Time: 8:00AM - 8:30AM
  Author: Laird Kramer, Florida International University
305 3486073, Laird.Kramer@fiu.edu
  Co-Author(s): None
  Abstract: We present the rationale and results driving Florida International University's (FIU's) new physics teacher preparation program, a program designed to cultivate success for all students. FIU implemented yhe University of Colorado's Learning Assistant (LA) model in 2008 through a PhysTEC Grant. The LA model is an experiential teaching program for undergraduates that recruits and prepares future teachers while driving departmental reform, as LAs must experience research-validated curricula in order to make informed decisions about their future in teaching. The program now supports 45 LAs, impacts over 2,000 introductory physics students per year, and is now fully sustained by department funding. The LA program's success has prompted a spread to chemistry, earth science, mathematics, and biology. The impact is most compelling as FIU is a minority-serving urban public research institution in Miami, serving over 42,000 students, of which 64% are Hispanic, 13% are black, and 56% are women.
  Footnotes: Work supported by PhysTEC and NSF PHY-0802184.
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AI02:   

100 Physics Teachers 7 Years, How Does BYU Do It?
  Location: SS 104
  Date: Monday, Aug.01
  Time: 8:30AM - 9:00AM
  Author: Duane B. Merrell, Brigham Young University
801-422-2255, duane_merrell@byu.edu
  Co-Author(s): None
  Abstract: Brigham Young University restructured the physics teaching program in 2004. Since that time, this year we will reach our 100th physics-certified teacher. The highlights and heartaches of this program will be discussed. The efforts of the College of Math and Physical Science to bring the Physics Teaching Program back to the Department of Physics and the support this came with from the College of Education will be discussed. The working relationships between the two colleges and the local school districts will be shared. How we fund a teacher in residence and the value of the mentor teacher network to develop our students as teachers will be highlighted as one of the strengths of the program. We will also share the efforts that are made with mentoring and induction of new physics teachers as part of this talk.
  Footnotes: None
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AI03:   

Physics Teacher Preparation at Buffalo State College
  Location: SS 104
  Date: Monday, Aug.01
  Time: 9:00AM - 9:30AM
  Author: Luanna Gomez, Buffalo State College
716-878-5639, gomezls@buffalostate.edu
  Co-Author(s): Daniel MacIsaac, David Henry, David Abbott, Lowell Sylwester
  Abstract: The physics department at Buffalo State College offers both a BS and MS Ed. degree that lead to New York State certificate for teaching high school physics. There are two MS Ed. degree programs. One is designed for currently certified professional teachers who wish to add physics as a second certification area, and the other is designed for career changing science and engineering professionals who wish to become New York state physics teachers through a two-year alternative certification process. We will discuss the rationale behind the programs and describe the course offerings.
  Footnotes: Submitted abstract and speacker in place of Dan L. MacIsaac.
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AI04:   

Cogenerative Teaching in a Physics and Everyday Thinking Course
  Location: SS 104
  Date: Monday, Aug.01
  Time: 9:30AM - 9:40AM
  Author: Natan Samuels, Florida International University
305-348-3507, nsamu002@fiu.edu
  Co-Author(s): Seth Manthey, Eric Brewe
  Abstract: We present the results of a cogenerative teaching experience in an elementary science content and methods course. This course implemented the Physics and Everyday Thinking (PET) curriculum, which we adapted to meet student and programmatic needs. In this talk we will discuss the cogenerative mediation process for learning environments (CMPLE) by which those adaptations occurred. Implementing CMPLE helped us to identify the needed course changes and effective teaching practices for this student population. Having done so was worthwhile, and provided us with a valued experience.
  Footnotes: None
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AI05:   

Developing a Biology Extension within Physics and Everyday Thinking
  Location: SS 104
  Date: Monday, Aug.01
  Time: 9:40AM - 9:50AM
  Author: Seth R. Manthey, Florida International University
3053483507, smant005@fiu.edu
  Co-Author(s): Natan Samuels, Eric Brewe
  Abstract: We present the results of a cogenerative teaching experience in an elementary science content and methods course. This course implemented the Physics and Everyday Thinking (PET) curriculum, which we adapted to meet student and programmatic needs. In this talk we will be discussing a specific adaptation we made to the PET curriculum. This change was achieved by uncovering the students' needs using the Cogenerative Mediation Process for Learning Environments (CMPLE) and then creating an extension from the infrared portion of the PET curriculum. This extension connected PET and physics in general to biological concepts. This extension was a result of cogenerative discussion regarding the needs of the students.
  Footnotes: None
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AI06:   

Interface Physics Education with Science Education
  Location: SS 104
  Date: Monday, Aug.01
  Time: 9:50AM - 10:00AM
  Author: Celia C. Chow, CSU
860.888.8209, cchungchow@comcast.net
  Co-Author(s): None
  Abstract: Physics education is an essential part of science education. Physical and biological sciences should be introduced to young students as early as possible in elementary schools and kindergardens. Then physical science will be divided into physics, chemistry, astronomy, geology, etc. in senior high schools. Later, at the college/university level, they are sharply divided as different fields and highly specialized to particular topics. For high school teachers-to-be, it is challenging to teach with some areas combined at high school level due to the sharp specialization at college studies. How do we help new teachers apply physics laws to chemical, geological, and biological processes. And above all, how to apply physics laws to environmental issues. This task is for both teachers, high school and college levels.
  Footnotes: None
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