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Location:
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KFC Courts |
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Date:
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Monday, Aug.01 |
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Time:
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8:00PM - 8:45PM
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Author:
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Emily M. Stumpff, University of Northern Iowa
319-273-2420, stumpffe@uni.edu
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Co-Author(s):
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Lawerence T. Escalada, Jeffrey T Morgan, Matthew E Hanselman
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Abstract:
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The University of Northern Iowa's IPTIR (Iowa Physics Teacher Instruction and Resources) program introduces high school physics teachers, most of whom are out-of-field, to inquiry-based approaches to physics teaching. Numerous activities help develop participants' skills and track their progress in learning the content and the pedagogy emphasized in this program. All participants and their students complete various conceptual exams as pre-tests and post-tests. Three tests common to both populations are the Force Concept Inventory (1), the Test of Understanding Graphs - Kinematics (2), and the Classroom Test of Scientific Reasoning (3). Because instructors as well as their students take these exams, we can compare the raw scores and gains of the instructor during summer workshops and the raw scores and gains of their pupils during the academic year. We present the relationships between the knowledge of the teacher, as measured by these tests, and the learning gains of their students.
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Footnotes:
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Sponsored by Lawerence Escalada and Jeffrey Morgan.
1. Hestenes, David, Wells, Malcolm, and Swackhammer, Gregg, ?Force concept inventory,? The Physics Teacher, 30(3), pp. 141-158.
2. Beichner, Robert J., ?Testing student interpretation of kinematics graphs,? American Journal of Physics, 62(8), pp. 750-762.
3. Lawson, Anton E., ?The development and validation of a classroom test of formal reasoning,? Journal of Research in Science Teaching, 15(1), pp. 11-24.
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