How well are we REALLY
preparing future teachers?
Peter A. Morse
Professor of Physics
Santa Monica College
April 22nd 2006
SCAAPT Spring Meeting 2006 1
Talk Outline
• What is the current situation on retention
and preparation of CA school teachers?
• What are other western states doing for
elementary school teacher preparation?
• How are elementary school teachers
learning science?
• What science preparation do elementary
school teachers really need?
SCAAPT Spring Meeting 2006 2
How well are California’s K-12
teachers doing?
• 22% of all new multiple-subject
credentialed teachers (K-6) quit within
4 years
• 27% of all new single-subject
credentialed teachers (7-12) quit within
4 years
SCAAPT Spring Meeting 2006 3
Qualifications of New Teachers
The percentage of
teachers NOT highly
qualified is increasing:
71% → 49%
(multiple)
70% → 40% (single)
(From: “Retention of New Teachers
in California”, by Deborah Reed,
Kim S. Rueben, Elisa Barbour,
2006, Public Policy Institute of
California.)
SCAAPT Spring Meeting 2006 4
University of Nevada
• Visited the Department of Physics
– David Bennum (Vice-chair, Dept. Physics)
• Visited the Department of Curriculum,
Teaching, and Learning
– David Crowther, John Cannon, Louis R. Loftin
(elementary science specialists)
SCAAPT Spring Meeting 2006 5
University of Washington
• Visited the Department of Physics (PEG)
– Lillian McDermott, Peter Schaffer, Paula
Heron, Donna Messina
• Visited the College of Education
– John Frederiksen (curriculum and instruction
in elementary science teaching)
SCAAPT Spring Meeting 2006 6
University of Oregon
• Visited the Department of Physics
– David Sokoloff, Dean Livelybrooks
• Visited the Department of Education
– Jill Baxter (elementary teaching)
SCAAPT Spring Meeting 2006 7
What is the current CSU trend?
• Combined physics and chemistry
course for elementary school
teachers
• Content-driven with a large number of
topics to be “covered” – insert link to
list
• Little emphasis on inquiry-based
methods
SCAAPT Spring Meeting 2006 8
Physical Science at ECC
• Physical Science 25: Physical Science for
Prospective Elementary School Teachers
3 units; 2 hour lecture, 4 hours lab
Recommended Preparation: eligibility for English 2R Credit,
degree applicable. Transfer: CSU
• The course provides a step-by-step introduction to the physical
sciences through the study of simple physical systems including
properties of matter, temperature, heat, light and color,
magnetism, electricity, and visual astronomy. Drawing from
their own observations, students will develop concepts and
construct models that can predict outcomes of experiments.
• Physical Science 25 is designed for students preparing to teach
at the elementary and middle school levels.
SCAAPT Spring Meeting 2006 9
Physical Science at CSULA
SCAAPT Spring Meeting 2006 10
Physical Science Courses
• CSUDH: PHY 300 Physical Science for
Teachers (4)
Prerequisite: Admission to the Liberal Studies major.
Designed specifically for future elementary and middle
school teachers. Emphasis on the fundamental concepts
of physical science and their applications. Laboratory
experiments use mostly low cost everyday objects.
Topics include mechanics, fluids, heat,
waves, electromagnetism, light, atoms, periodic table
and chemical bonding. Three hours of lecture and three
hours of laboratory per week
SCAAPT Spring Meeting 2006 11
Physical Science Courses
• CSUF: PHYS 102 Physical Science for
Future Elementary Teachers Summer
2006 , Fall 2006 , Spring 2006
• Description: Designed especially for the
prospective elementary teacher, this activity-
based course will examine physical science
concepts in real-world contexts such as global
warming, kitchen science and the automobile.
Lecture and laboratory is combined into a single
unified learning experience. (Same as Chemistry
102)Units: (3)
SCAAPT Spring Meeting 2006 12
Subject Matter Requirement for the Multiple
Subject Teaching Credential
• Part 1: Content Domains for
• Subject Matter Understanding and Skill in
• Science
• Domain 1: Physical Science
• 1.1 Structure and Properties of Matter. Candidates for Multiple Subject Teaching Credentials understand the physical properties
of solids, liquids, and gases, such as color, mass, density, hardness, and electrical and thermal conductivity. They know th at matter can
undergo physical changes (e.g., changes in state such as the evaporation and freezing of water) and chemical changes (i.e., a toms in
reactants rearrange to form products with new physical and chemical properties). They know that matter consists of atoms and molecules
in various arrangements, and can give the location and motions of the parts of an atom (protons, neutrons, and electrons). They can
describe the constituents of molecules and compounds, naming common elements (e.g., hydrogen, oxygen, and iron), and explain how
elements are organized on the Periodic Table on the basis of their atomic and chemical properties. They can describe charact eristics of
solutions (such as acidic, basic, and neutral solutions) and they know examples with different pH levels such as soft drinks, liquid
detergents, and water. They know that mixtures may often be separated based on physical or chemical properties.
•
Content Specifications in Science (Continued)
• 1.2 Principles of Motion and Energy. Candidates for Multiple Subject Teaching Credentials describe an object's motion based on
position, displacement, speed, velocity, and acceleration. They know that forces (pushes and pulls), such as gravity, magnet ism, and
friction act on objects and may change their motion if these forces are not in balance. They know that "like" electrical cha rges or magnetic
poles produce repulsive forces and "unlike" charges or poles produce attractive forces. They describe simple machines in whi ch small
forces are exerted over long distances to accomplish difficult tasks (e.g., using levers or pulleys to move or lift heavy obj ects). Candidates
identify forms of energy including solar, chemical, electrical, magnetic, nuclear, sound, light, and electromagnetic. They k now that total
energy in a system is conserved but may be changed from one form to another, as in an electrical motor or generator. They understand
the difference between heat, (thermal energy) and temperature, and understand temperature measurement systems. Candidates kn ow
how heat may be transferred by conduction, convection, and radiation (e.g., involving a stove, the Earth's mantle, or the sun). They
describe sources of light including the sun, light bulbs, or excited atoms (e.g., neon in neon lights) and interactions of li ght with matter
(e.g., vision and photosynthesis). They know and can apply the optical properties of waves, especially light and sound, inc luding
reflection (e.g., by a mirror) or refraction (e.g., bending light through a prism). They explain conservation of energy reso urces in terms of
renewable and non-renewable natural resources and their use in society.
• State of California, California Commission on Teacher Credentialing, September, 2001
SCAAPT Spring Meeting 2006 13