Extended Physics Community
Funded by the National Science Foundation from 1999 until 2003
Principal Investigator: Gerald Meisner, Professor of Physics
University of North Carolina at Greensboro
gerald.meisner@gmail.com
Background of the project: summary of the original proposal
We propose to establish an Extended Physics Community (EPC) in North Carolina to enable
lead teachers of physics to obtain and effectively use the necessary tools of content, pedagogy,
technology and scientific infrastructure to reform the teaching and learning of physics and to
construct a model which can be realistically transported to other states in a cost effective and
realizable manner.
Extensive use of widely distributed tests such as the Force Concept Inventory (FCI) and results
from the Third International Mathematics and Science Study (TIMSS) delineate the deficiencies
which US students have with analytic reasoning and understanding which is beyond simple,
single-step processes. Among the 22 countries taking part in the TIMSS Mathematics and
Science Literacy Achievement test, the US ranked near the bottom, and among the 18 countries
taking part in the Physics Achievement test, the US ranked at the bottom. Other surveys
reinforce the demonstrable need for physics reform.
In North Carolina, students can begin to learn the discipline of physics in physical science, earth
science and in physics courses (in 1997, 4% of the total of 328,000 students took the first year of
physics). Of the 346 teachers of physics courses, 243 are certified at the bachelor's level, and
none at the master's level. Of the 1093 teachers of physical science, their background in physics
is much smaller. Retirement and career moves out of the classroom further reduce the number of
teachers who have had adequate training in the content of physics. Nearly all of the remaining
have been untrained in methods of inquiry-based teaching, and only a few have been immersed
in a comprehensive method of developing a coherent learning program such as the Modeling
Method developed by David Hestenes of Arizona State University and Dr. Malcolm Wells.
The EPC is a collaborative effort among four campuses of the University of North Carolina
system (UNC Greensboro, North Carolina A&T State University, Appalachian State University,
UNC Wilmington) a private college (Davidson), the state Department of Public Instruction, and
a number of school systems (urban Guilford County, rural Randolph and Rockingham County
were the nucleus of the planning phase) to initiate a statewide comprehensive program of
training teachers of physics and to establish a community of physicists throughout North
Carolina by replicating the comprehensive Modeling Method of Hestenes and Wells and heeding
their call for
meaningful partnerships.
A section of the final report to the NSF in 2004:
SUMMARY OF FINDINGS
Based on the results of the evaluation, the following conclusions/recommendations about the
EPC workshops were drawn:
o-- First year participants found the workshops highly valuable whether they came seeking
content or pedagogy, and no one left unconvinced of the need to move their practice toward a
modeling pedagogy and anticipate making changes in their teaching method.
o-- Overall, second year participants report a high degree of change in their teaching methods as
a result of first year participation with excellent outcomes.
o-- Additional studies are needed to link student outcomes with teaching methods rather than
relying on anecdotal reports.
FINDINGS
1. Teachers participating in the EPC workshops gave consistent responses when describing
their experience. Whether they reported on learning new teaching strategies or fine-tuning
their already strong instructional skills, all gained new confidence in
working with students in their classrooms.
By their own accounts, teachers emerged from the EPC workshop experience feeling
stronger and more effective, better prepared both to educate with new pedagogical tools as
well as to share these tools and methodologies with colleagues.
Teachers gained a new sense of community and felt united in their abilities to provide
excellent science education as indicated by the following comments:
'I have knowledge of better methods to use in teaching (increased professional development),
better student performance (respect among faculty and administration). I have access to
workshops and education professionals in other states. I have a better appreciation of
educational opportunities in science education.'
'I will be a better teacher to the community of students that pass through my classroom. Perhaps,
I will ignite a passion for science in my students. Maybe their positive experience in my
classroom will lead them to a career in science. Absolutely, they will come away from a
modeling classroom experience with a positive attitude for science and a boosted self-concept.'
'As I use this approach to learning in the classroom, I see students becoming excited about
science, gaining self-respect, and becoming more actively involved. Hopefully, a few may even
consider careers involving science. Perhaps some will become excited enough about learning to
where thoughts of dropping out no longer exist. Best of all, maybe most of them will not be
fearful of speaking up and supporting their opinions/beliefs. Some may even discover that they
have leadership capabilities. With using the modeling pedagogy within the classroom, I can
envision helping every student discover their own potential and assisting them down the road to
self-discovery.'
2. Mentoring was a major factor in using the new skills of modeling. Some teachers
experienced more success than others facilitating not only the learning of their students,
but their colleagues as well.
'My students, colleagues, friends and acquaintances have a better understanding of the scientific
community. My enthusiasm for what I teach spills over to them. Students really have an
increased appreciation for Physics and an increased capacity to become lifelong learners. The
workshops help to promote an understanding of the scientific community, not just as education,
but history, timelines, and development of ideas, individuals and societies. If it were not for the
support and guidance I have received here, my desire to serve in public education would have
been dashed on the rocks and lost forever. I do not want to sound 'cliche,' but support like EPC
workshops is the shot in the arm and a renewed hope that Physics education needs. (in my
humble opinion)'
3. Excitement and enthusiasm for teaching was renewed for many teachers. Content
knowledge grew; teachers made conceptual connections they'd previously missed and
carried this new knowledge back to their students.
'The EPC workshop has helped my teaching tremendously. I have a much more student centered
classroom now and since going through the modeling process last summer, I have much more
empathy for my students' frustrations. Also, I have applied the modeling pedagogy to all of the
classes I teach, not just physics. My students are more excited about the subjects and have
frequently told me that they have never had to think so much. Also, this workshop has helped
me to target misconceptions that I need to target in my physics classes, but also has made me
more aware of the need to undo misconceptions in other disciplines as well. The resources I
received from this workshop have been invaluable. I use many of them in my classes and adapt
them to the needs of my students. Also, I use them as models for making tests, quizzes, etc. for
my non-physics classes. [The workshop instructors] also provided wonderful advice for where
to get equipment and more practical matters. They as well as the modeling listserv have been
very helpful in applying this pedagogy in the classroom.'
'These workshop increase my content knowledge and creativity. I realize that students don't
always listen (or even retain if they do listen) to what I say. They learn by doing. It is their
education, their future and it should be their work that provides the broadest base to their
educational foundation. EPC has helped me tremendously in delivering this and these results
show up in improved end of course tests, projects, and increased understanding is class
discourse.'
'My students are much more actively involved in the learning process and responsible for their
own knowledge. They also carry their knowledge through to other classes. I have had math
teachers tell me that my students are better able to interpret graphs into words than other
students, and mine are insistent upon knowing what exactly things mean (more than just a
definition). As a result of this keener understanding, my students performed better on the EOC
than they had in previous years. I attribute much of this to the Modeling pedagogy.'
'One truly wonderful outcome of our group of modeling participants is the wealth of knowledge
and varied experience each person brings to the group. The younger crowd is up on technology,
the older group knows how to make something out of nothing, etc. People have freely shared
websites they use for building equipment, virtual labs, and software they use in classrooms to
enhance learning like graphical analysis. The more advanced participants shared with the less
experienced. I also like and use the EPC webpage. I've frequently used the resources and its
comforting to have the support of fellow participants should a question arise.'
4. Teachers also took back with them the ability to communicate with like-minded
educators. The connection formed became a source and line to collaboration.
'The modeling workshop has been my single most important source of information in terms of
collaboration among colleagues, exposure to internet material, advice and opinions of
veteran teachers, recommended vendors, and a plethora of new ideas.'
5. Teachers found new ways to overcome obstacles and meet classroom challenges.
'I have implemented modeling in my classroom. I use modeling every chance I get in every
situation I can think of. I sincerely believe that the modeling method could apply to all sciences.
As I become more experienced and comfortable with modeling I will surely discover new ways
to apply this method in my classes. Obstacles have involved resources, time, space, and
administrative support. Our physical science equipment is very limited and I have appreciated
the modeling methods use of handmade or easy to find equipment. (Another participant) has
offered a wealth of knowledge about how to build-your-own equipment.'
'In my classroom, I model about 75% of the course material. Not all material is presented in a
way that I am satisfied with, but this is also modeling in the fact that the material is evaluated
and revised every year. Equipment is the biggest obstacle. I have decent space and what I
consider to be reasonable success. Time was interesting this year. We spent more time on
mechanics by about 2 weeks from last years class because students were proceeding at a slower
pace than previous modelers. It seemed that this years class was deficient in some of the prior
knowledge that the previous class had. The mechanics modeling cycle helped overcome this, but
it did take
additional time.'
ADDITIONAL CONTRIBUTIONS
1. EPC made great improvements in education, including:
a) the environment of the classroom and lab,
b) the way information is shared and learned (by students and teachers alike), and
c) use of the modeling method in non-science classes.
Strong efforts have been put forth (by EPC teachers) to mentor other teachers, no matter what
the field of study. The students taught by the EPC workshop participants have been reported as
consistently enthusiastic, interested, and lifelong learners. As with many of the teachers, this
enthusiasm spills over into other areas, not just physics and physical sciences.
'By teaching my students to think (rather than memorize) and getting them excited about science
as well as helping them to learn to communicate have allowed them to be more informed
students and citizens. I think they will carry these lessons throughout their lives and continue to
share their knowledge and enthusiasm.'
A contribution that may be most far-reaching is the leveraged development of LAAPhysics (now
Lab-Physics) in conjunction with a U.S. Department of Education FIPSE grant as a modeling-
based learning environment in a virtual lab setting. Developed specifically for a senior high
school / introductory college level physics course, the modularized architecture is such that it can
be used with any science or engineering discipline.