Talk by suchenfz


									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%
   70% → 40% (single)

   (From: “Retention of New Teachers
   in California”, by Deborah Reed,
   Kim S. Rueben, Elisa Barbour,
   2006, Public Policy Institute of

                           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
• Content-driven with a large number of
  topics to be “covered” – insert link to
• Little emphasis on inquiry-based
              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

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