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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: Tuesday, August 02

 

Total Number of Records Found: 4

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PC:   

Millikan Medal and AAPT Teaching Awards
  Location: Hixson-Lied Auditorium - Harper Center
  Date: Tuesday, Aug.02
  Time: 10:30AM - 12:15PM
  Presider: David Cook,
  Co-Presiders(s): None
  Equipment: N/A
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PC01:   

All I Really Need to Know About Physics Education I Learned in Kindergarten
  Location: Hixson-Lied Auditorium - Harper Center
  Date: Tuesday, Aug.02
  Time: 10:30AM - 12:15PM
  Author: Brian Jones,
  Co-Author(s): None
  Abstract: We learn by doing. To learn physics, our students must be active, perform investigations, solve problems, and communicate with their peers. The same is true of teaching. We learn by doing, and my work with the Little Shop of Physics program has given me invaluable practice as a physics teacher. For 20 years I have worked with a team of undergraduate students and fellow educators to present this unique hands-on science program to over 250,000 K-12 students. We have worked with students of all ages and all backgrounds, in schools all over the region and the world. Along the way, we have developed effective tools to teach scientific concepts and we have learned useful techniques to engage students. We have traded ideas and insights with thousands of teachers. Going on the road with the Little Shop of Physics takes me out of my classroom, and I return a much better teacher for it. I will share some techniques, some insights, and (of course) some demonstrations that I have developed with my Little Shop colleagues over the past 20 years.
  Footnotes: None
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PC02:   

Blond Girls Can't Learn Physics
  Location: Hixson-Lied Auditorium - Harper Center
  Date: Tuesday, Aug.02
  Time: 10:30AM - 12:15PM
  Author: Stacy McCormack,
  Co-Author(s): None
  Abstract: At the age of six, Stacy McCormack told her entire family that one day she would become a science teacher. Trained as a high school chemistry teacher, she was fearful of making the transition to teaching physics because of her own fear of physics--but the pleading of her students convinced her to make the switch. As she worked toward her graduate degree, one professor in particular made it especially awkward when he remarked I'll tell you right now, because you're a girl and have blond hair, you'll never understand physics. Stacy designed a guided-inquiry style high school physics class at Penn High School in Mishawaka, IN, that is lab-driven, student-centered, and uses numerous formative assessments to guide student learning. Now the 2011 Indiana State Teacher of the Year and an online adjunct instructor of Astronomy, Physics, and Physical Science classes for Ivy Tech Community College in South Bend, IN, Stacy shares her inexpensively created labs in a book for physics teachers titled "Teacher Friendly Physics." Amazingly, each year hundreds of high school students now find success in physics under the guidance of a blond girl.
  Footnotes: None
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PC03:   

Teaching Space Science: A STEM Transformation Vehicle That Really Works
  Location: Hixson-Lied Auditorium - Harper Center
  Date: Tuesday, Aug.02
  Time: 10:30AM - 12:15PM
  Author: Edward Prather,
  Co-Author(s): None
  Abstract: From assembly line worker to tenured faculty member, a struggle and journey that has made me hungry to help. Over the past decade I have worked closely with hundreds of college instructors, postdocs, graduate students, and undergrads in collaborative projects designed to understand issues of teaching and learning in college-level general education space science courses. The research results from these collaborations have been used to transform classrooms all over the country. We are creating learning environments that can significantly impact learners' science literacy and engagement in STEM for the 250,000 students that take these courses each year. By moving students along the continuum from non-science major, to peer instructor, to degree seeking student, we are creating the next generation's Ambassadors of Science.
  Footnotes: None
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