Alternative Certification in Physics Candidates Understanding of by yurtgc548


									  Physics Alternative Candidates'
Understanding of Physics and Physics

          Kathleen Falconer
            Dan MacIsaac
         Buffalo State College
         AAPT Summer 2006
   Teacher certification-NCLB
   Teacher Shortages in Physics
   Alternative Certification
   Attitudes and Beliefs about Science and
    Science Teaching
   Alt. Cert. Program
       <>
                   Research Questions
   What understandings do physics alternative
    certification candidates have about teaching and
    learning physics?
   1. What are physics alternative certification candidates’ perceptions of their
    understanding of physics content?
   2. What are their beliefs and values about physics content and physics
   3. What are physics alternative certification candidates' perceptions of the
    teacher’s role in teaching physics and improving students’ understanding of
    physics content?
   4. What are physics alternative certification candidates' understanding of the
    nature and culture of science?
   5. How does this inform the physics alternative certification candidates' view
    of their practice?
             Literature Review
   Current reform movement in science and
    mathematics teaching
   Attitudes and Beliefs about Science and Science
   Teacher efficacy (Bandura, 1977) and their
    attitudes about science (Ruffell et. al., 1998) may
    have an effect on how they teach
   Mostly Elementary Education Teachers
   Alternative Certification
   Grounded Theory
   Participants
       Interviewed 8 of 16 Alt. Cert. Candidates
       Two in their first semester in program
       Four in middle of program
       Two almost/have completed program
       Six White Males, One Asian and One
       Ages range from youngest to oldest in
       Teaching
   Data Collection
       Semi-structured interviews
           Audio taped and transcribed
       Field Notes
       Grounded Theory
   Data Analysis
       Five Stages
           Recursive and on-going
           Diagram
  Diagram One: Data Analysis

                                        Data Analysis
Stage One

              Original Annotation of

                                                Anno tate the
                                                Field Notes
              Re annotate the
              Transcripts and work on
              Analytic Memos

Stage Two

              Reread Transcripts and

                                                            Start Seeking
              Look for re-occurrences and start to
              make preliminary “counts”

Stage Three
                 Open Coding
                                                     Look for Similarities
                                                     and Differences

                 Integration of
                 Categories                      Comparing

Stage Four       Coding

Stage Five       Writing on the themes and
                 process of teacher’s conceptions
                 and beliefs
   Elitism vs. Egalitarianism
       The Alternative Certification Candidates in the program
        believe everyone can and should participate in physics
       Time and Effort
   Solving Problems vs. Conceptual
   Teacher Content Knowledge
       Concepts
       PCK
   Good Teaching and Improved Learning
    through Reformed Teaching
       Teacher as a guide and facilitator- The Alternative
        Certification Candidates view the teacher role as very
        different from the traditional role, many cite examples
        from the program’s course instructors.
       The program helps the Alternative Certification
        Candidates develop a better understanding of physics.
       The Physics Alternative Certification Candidates
        viewed the traditional teaching of science, especially
        physics, as poorly done, now that they have seen
        different ways of teaching and realized how much
        introductory physics content they learned this way.
    Discussion and Conclusions
   Successful Physics Alternative Certification
    Candidates Prior to the Program
       don’t know their own physics although they are well-
        educated (not news)
       don’t know about research based instructional methods
        (very traditional views of pedagogy)
       don’t know that they don’t know these things (self
        image, delicate politically and challenging
        attitudinally). Arrive expecting ‘tune-up’ and class
    Discussion and Conclusions
   Successful Physics Alternative Certification
    Candidates After Participating in the Program
       successful candidates change quickly when they see
        student centered instruction (see a better way) and view
        and experience (via PER instruments and readings)
        research on same
       successful students quickly recognize own limited
        physics understanding after reformed courses with
        incorporated reflection (frequent shock; some anger)
       successful candidates grow sophisticated vocabulary
        regarding reformed physics instruction and how
        students learn (discourse is a big feature)
    Discussion and Conclusions
   Successful Physics Alternative Certification
    Candidates After Participating in the Program
       surprisingly egalitarian view of physics learning (all
        can learn with time and adequate effort)
       surprisingly strong and insightful at real world,
        practical everyday examples and applications of
        physics, seemingly stronger with more professional

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