Physics 310 -- Readings for Teaching High School
Physics
Illinois State University Physics Teacher Education Program
Carl J. Wenning, Program Coordinator
Spring Semester 2004
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Course Objectives Assessed: (6a) find, read, and review substantive articles, movies, and/or books dealing with the findings of science education research contained within the reference sections of the NSTA Standards for Science Teacher Preparation and other teaching resources. |
Professional development requires that teachers regularly update their content and pedagogical knowledge as it relates to practice. In addition to having this knowledge, science teachers must know how science relates to the community. Teachers must teach in context if they are to advance the real education of students, and students are going to become scientifically literate.
Students are required to submit a weekly electronic journal (e.g. 12 weeks worth of submissions) that shows that they are doing what it takes to become and remain professionally informed. Students will read and report on one substantive article taken from among the reference sections of the NSTA Standards for Science Teacher Preparation and other physics teaching resources. Weekly reports should be one "block" in length. Each report should also contain date or review, title of article, author names, details about source, and a short review (80 to 120 words). For instance, an acceptable one-paragraph report will look something like this:
Date: April 15, 2002
Title: Nondirected Research Projects in Physics Course
work.
Author: Carl J. Wenning & Hans Muehsler
Source: The Physics Teacher, Vol. 34, March, 1996,
158-161.
Review: Physics Teacher Education program director Carl
Wenning from Illinois State University reported on a lesson that
he has developed for use at the high school level. This multi-day
lesson deals with students who must design and implement research
projects that address the questions, "Is energy conserved
when passing from one form to another?" Students were directed
to devise experiments that tested conversions between kinetic
and gravitational as well as spring potential energy. The author
illustrates how science process skills can be learned while learning
about physics concepts.
Weekly electronic journals must be submitted both (1) in hard
copy, including an attached photocopy of the article referenced,
and (2) as an e-mail document (review only, no attachments please)
following the approved format each Friday by 3:00 p.m. to wenning@phy.ilstu.edu.
Electronic journals normally will be posted to the WWW by Monday
at 3:00 p.m. for others to read. The URL for reviewing submissions
is given below:
http://www.phy.ilstu.edu/~wenning/ptefiles/310content/projects/journalentry.html
During the last five weeks of the course, 5 weekly reflections may be substituted by either 2 "teacher movie" reviews or 1 book report. See below for details.
The weekly schedule of readings for electronic journaling will be as follows:
| Week # | Date (Sundays) | Individual Reading Assignment (one substantive article) | Journal article due 3:00 p.m. (Fridays) |
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1 |
January 13 | Student choice taken from among NSTA Standard #1 References | January 25 |
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2 |
January 20 | Student choice taken from among NSTA Standard #2 References | February 1 |
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3 |
January 27 | Student choice taken from among NSTA Standard #3 References | February 8 |
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4 |
February 3 | Student choice taken from among NSTA Standard #4 References | February 15 |
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5 |
February 10 | Student choice taken from among NSTA Standard #5 References | February 22 |
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6 |
February 17 | Student choice taken from among NSTA Standard #6 References | March 1 |
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7 |
February 24 | Student choice taken from among NSTA Standard #7 References | March 8 |
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8 |
March 3 | Student choice taken from among NSTA Standard #8 References | March 22 |
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9 |
March 17 | Student choice taken from among NSTA Standard #9 References | March 29 |
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10 |
March 24 | Student choice taken from among NSTA Standard #10 References | April 5 |
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11 |
April 7 |
5 substantive article reviews |
May 10 |
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12 |
April 14 | ||
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13 |
April 21 | ||
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14 |
April 28 | ||
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15 |
May 5 |
Substantive articles are articles that have significant worth as far as physics teacher preparation or pedagogy is concerned. These articles typically will be 3-5 pages in length and published in any of the following hard-copy or online journals:
A single book report may be substituted for the last five (5) week's worth of Electronic Journaling submissions with prior approval of the course instructor. The book should be oriented toward the improvement of teaching practice, and the book report will have to be relatively substantive (e.g., 4-6 pages, double spaced). See the course instructor for suggestions, but also note that many of the movies noted in the list are based on books.
Two "teacher movie" reviews may be substituted for the last five (5) week's worth of Electronic Journaling with prior approval of the course instructor. The movies must be "teacher movies," and a 2-3 page analysis paper must be submitted for each movie. You may choose your two movies from the following list (other releases are acceptable, but they must be "teacher movies" as defined below):
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"Teacher movies" have potent messages about teaching that speak directly to the heart in one or more of the following ways:
- Teachers have tremendous positive impact on students.
- Every student can learn under the proper conditions.
- If the system doesn't work for students, change it.
- Compassionate and caring teachers can make a difference.
- Learning knows no barriers.
- You have to be a little crazy to teach.
Students are responsible for obtaining, viewing, and returning
these movies from a video rental of their own choosing.