Physics Modeling: Building Conceptual Models in Physical Science.
Overview
Physics Modeling: Building Conceptual Models in Physical Science is a collaboration of George Mason University, Fairfax County Public Schools, Arlington Public Schools, and Alexandria City Public Schools for teachers from throughout Virginia and the region. The Modeling Physics Instruction program is dedicated to research-based reform of physics instruction at all grade levels to meet the needs of diverse students along with sustained professional growth and support for physics and physical science teachers. Aligned with the highly successful program developed at Arizona State University, the program thoroughly treats the pedagogy and content for the mechanics portion of a physics or physical science curriculum. Content is organized around basic models to increase the structural coherence of physical science instruction. Teachers receive stipends and equipment for participating in the program and work through activities alternately in the roles of student or teacher, as they practice techniques of guided inquiry and cooperative learning.
Goals and Objectives
- Increase student achievement in science
- Increase new and under-prepared teachers' knowledge of Modeling Physics Instruction, a proven research-based teaching strategy in a manner consistent with Virginia's Standards of Learning (2003) via workshop training and support from role models
- Increase teachers' knowledge of proven research-based strategies for addressing the needs of minority and ESOL students
- Increase teachers' subject matter knowledge in physics concepts aligned with Virginia's Standards of Learning
Program
Sixteen teachers from 4 public school divisions (Fairfax County Public Schools, Loudoun County Public Schools, Richmond County Public Schools, and Stafford County Public Schools) enrolled in the program. In addition, the two course instructors are teachers from one of the school divisions.
The program involved 2 days of optional pre workshop computer training (June 2005), 14 days of formal workshop training (June 27 - July 15, 2005), and two follow-up sessions (October 15, 2005; November 12, 2005). The workshops provided instruction and hands-on experiences in physical science and physics concepts aligned with Virginia's Standards of Learning, the Modeling Method as a proven research-driven approach to the design of curriculum and instruction, and adapting instruction to meet the needs of under-represented groups.
Outcomes
This project addressed the need for meaningful professional development among Virginia's high school physics teachers. Based on external evaluation, the extent to which the project met its' four goals are as follows. The project:
- Significantly increased student achievement in science,
- Increased new and under-prepared teachers' knowledge of Modeling Physics Instruction via workshop training and support from role models,
- Significantly increased teachers' knowledge of proven research-based strategies for addressing the needs of minority and ESOL students, and
- Significantly increased teachers' subject matter knowledge in physical science and physics concepts aligned with Virginia's Standards of Learning.
Funded by the State Council of Higher Education for Virginia (SCHEV)