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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: Wednesday, August 03

 

Total Number of Records Found: 10

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FI:   

Teacher Recruitment, Training and Enhancement
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:00AM - 9:30AM
  Presider: Duane Merrell,
  Co-Presiders(s): None
  Equipment: N/A
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FI01:   

Expectancy Violation in a Physics Course for Education Majors
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:00AM - 8:10AM
  Author: Jon D. H. Gaffney, University of Kentucky
(724)601-5936, jon.gaffney@uky.edu
  Co-Author(s): None
  Abstract: At the University of Kentucky, an interactive, hands-on physics course is required of pre-service elementary and middle school teachers. This pedagogically reformed course is substantially different from their other science courses and could be a touchstone for science education methods classes. In a previous presentation (AAPT Jacksonville 2011), I relayed the differences in goals for students and instructors, claiming that students reported the most success meeting the goals they valued highest. Deeper investigation revealed satisfaction with many aspects of the course but confusion about its role in the teacher preparation process. In this presentation, I will discuss the role that student expectations and expectancy violations play in their perceptions of the course, which may in turn affect whether they deem it relevant to their future careers. I will present additions to the course that I have introduced to facilitate necessary shifts in student expectations.
  Footnotes: None
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FI02:   

Using the RTOP to Gauge Implementation of IPTIR Program Goals
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:10AM - 8:20AM
  Author: Jeremy B. Hulshizer, University of Northern Iowa
319-273-2420, jeremy.hulshizer@gmail.com
  Co-Author(s): Lawrence T. Escalada, Jeffrey T Morgan
  Abstract: The Iowa Physics Teacher Instruction and Resources (IPTIR) program at the University of Northern Iowa trains physics teachers in research-based inquiry strategies; many out-of-field teachers also use the program to gain certification to teach physics. As part of their program activities, participants submit two video lessons each academic year, which the staff use to evaluate the degree to which participants are employing methods emphasized by the program. The Reformed Teaching Observation Protocol (1) is used to rate each submission. We discuss trends observed in examining the RTOP scores of program participants, as well as correlations between RTOP scores and student performance on various standardized conceptual assessments and other measures. 1. 1. Sawada, Daiwo, et al. "Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol," School Science and Mathematics 102(6), pp. 245-253.
  Footnotes: Sponsored by Lawrence Escalada and Jeffrey Morgan.
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FI03:   

Content, Process, Affect, and Physics Courses for Future Teachers
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:20AM - 8:30AM
  Author: Paul Hutchison, Grinnell College
(641) 269-4882, hutchiso@grinnell.edu
  Co-Author(s): None
  Abstract: A physics class must have some physics knowledge in it. This self-evident statement hides complexity worth examining. It is important to think about the role of physics knowledge and the role of students in relation to it. This study explores how different knowledge-student relationships interact with the multiple goals in physics courses aimed at pre-service elementary teachers, though the findings bear on any course for future teachers. I draw on analyses of existing curricula, scholarship from the science education and teacher education research communities, and data collected when I taught such courses. My study indicates different relationships between students and physics knowledge can create classroom environments that prize some goals over others. It's not clear this must necessarily be a zero-sum game, where the most important goal is identified and supported. I speculate how a physics course for teachers might be organized to simultaneously support multiple instructional goals.
  Footnotes: None
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FI04:   

Training of In-service Science Teachers Using Peer Instruction (PI)
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:30AM - 8:40AM
  Author: Jongwon Kim, Korea National University Of Education
+821054688836, bellbesty@hotmail.com
  Co-Author(s): Jungbok Kim
  Abstract: Using peer instruction in introductory physics courses is growing at institutions across the U.S., however, this approach is rarely used for training in-service science teachers. We have been incorporating peer instruction for training in-service science teachers since 2010. This has been aimed to 169 teachers in five classes (two elementary schools, two middle schools and one combined). We surveyed 135 teachers from these classes to research their perspectives and recommendations for using peer instruction, and investigated 56 of them with six conceptests for light propagation. We found that 93% of the teachers acknowledged the value of peer instruction to develop their concept of science. Through analysis of teachers' answers to these questions, we identified that the percentage of correct answers increases significantly after peer instruction. Finally, we found broad agreement of about 91% for using peer instruction for training in-service science teachers.
  Footnotes: None
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FI05:   

PTRA ToPPS Project at NWOSU
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:40AM - 8:50AM
  Author: Steven J. Maier, Northwestern Oklahoma State University
580 327 8562, sjmaier@nwosu.edu
  Co-Author(s): None
  Abstract: In the summer of 2011, a PTRA ToPPS science institute for Oklahoma middle and high school teachers was hosted at Northwestern Oklahoma State University [1]. This institute is the first of its kind for the state of Oklahoma and will be a major step forward for establishing a network of resources and cooperating teachers across northwest Oklahoma. In this presentation, an update of a continuing four-year study that served as the motivation for pursuing an ITQ grant [3] will be presented. How the program is expected to address the needs of "out of field" teachers and the call for additional professional development for physical science teachers across the state will also be discussed. Finally, preliminary results of the institute's effectiveness in building upon participants' content knowledge, pedagogical content knowledge, instructional strategies, professional networking and recourses to help their districts and students in their classrooms will be shared.
  Footnotes: PTRA (Physics Teaching Resource Agents) ToPPS (Teachers of Physics and Physical Science) [1] Program website: www.nwosu.edu/ToPPS [2] Maier, S.J., HS Physics Teaching in Oklahoma: A Status Report, AAPT summer conference, Portland, OR, 2010. [3] Funding for this project was made possible by the Oklahoma State Regents for Higher Education Improving Teacher Quality grant program for professional development; NCLB Title II, Part A.
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FI06:   

Promoting Changes to Teachers' Classroom Practices
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 8:50AM - 9:00AM
  Author: Jeff Phillips, Loyola Marymount University
310-338-7811, jphillips@lmu.edu
  Co-Author(s): None
  Abstract: One hundred eighteen high school and college teachers in Southern California completed a web-based survey that asked them to self-report what they do in the classroom and answer questions that might shed light on who is adopting various research-based instructional strategies (RBIS). The use of RBIS and a fraction of the course devoted to student-student interaction often correlated with the teachers' view of intelligence (incremental versus entity) and the degree to which they self-regulate their teaching. It was also observed that the teachers' classroom practices do not correlate with many one-way interactions, including attending conference presentations or reading journals. Implications for those looking to promote change in teachers, including AAPT Sections, will be discussed.
  Footnotes: None
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FI07:   

Teacher-Driven Professional Development and the Pursuit of a Sophisticated Understanding of Inquiry
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 9:00AM - 9:10AM
  Author: Michael J. Ross, University of Colorado - Boulder
3037097105, michael.j.ross@colorado.edu
  Co-Author(s): Samson J. Sherman, Ben J VanDusen, Valerie K Otero
  Abstract: The need for quality physics teaching in the U.S. is well established, and efforts are under way to develop innovative teacher professional development experiences to improve physics education. The physics education research reported here investigates how an innovative program has facilitated growth in physical science teachers' views of scientific inquiry. Streamline to Mastery is an NSF-funded teacher-as-learner-centered professional development program that capitalizes on teachers' knowledge and experience as they move toward mastery in their fields. Teacher participants explicitly chose to focus on their understandings of "inquiry" through the development and implementation of inquiry-oriented curricula. Preliminary findings indicate that teachers' conceptions of inquiry and the relationship of physics classroom inquiry to scientific inquiry have changed significantly as they continue to engage in a variety of experiences around the topic. These results will be discussed along with implications for physics instruction and physics teacher professional development.
  Footnotes: This research is partially funded by NSF grant #DUE 934921 and sponsored by Valerie Otero, University of Colorado, Boulder.
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FI08:   

Scientific Reasoning Abilities in Pre-service Teachers in the Capstone Science Course 
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 9:10AM - 9:20AM
  Author: Eric N. Rowley, Wright State University
859 462 4747, fizx_teacher@mac.com
  Co-Author(s): Kathy Koenig
  Abstract: Prior assessment of our pre-service teachers' understanding of the nature of science (NOS) and scientific reasoning (SR) abilities were found lacking for candidates exiting our program after having completed as many as 11 science content courses. For three years we have implemented a new course to start the science sequence and collaborated to enhance our existing courses. Evaluation of the curriculum indicated that students made significant shifts in understanding and abilities as a result of this one-quarter course. In spring 2011, another year of students were post-tested to determine the longitudinal impact of the revised foundations course. This talk will provide a brief overview of the course along with the findings of this longitudinal study, as well as a discussion of implications of the transitions to semesters in fall 2012.
  Footnotes: None
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FI09:   

Changing Roles and Identities in a Teacher-Driven Professional Development Community
  Location: SS 105
  Date: Wednesday, Aug.03
  Time: 9:20AM - 9:30AM
  Author: Ben Van Dusen, CU Boulder
(541) 729-6446, benjamin.vandusen@colorado.edu
  Co-Author(s): Mike Ross, Sam Sherman, Valerie Otero
  Abstract: In a climate where teachers feel de-professionalized at the hands of regulations, testing, and politics, it is vital that teachers become empowered both in their own teaching and as agents of change. This physics education research study investigates the "Streamline to Mastery" (S2M) professional development program, in which teachers engage in action research while designing future professional development opportunities for themselves and for fellow teachers. The research reported here describes the process of empowerment through changes in roles and identities over time. Videotaped data were analyzed to glean insight in language, practice, and participation shifts as secondary physical science teachers participated and formed the S2M community and engaged in their own classroom research. Implications for the role of PER in teacher professional development and teacher preparation will be discussed. This research is partially funded by the NSF DUE grant #934921.
  Footnotes: None
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