“Physics First” Debate to Data

1. “Physics First” Debate to Data Rachel Zabierek The Bishop’s School La Jolla, CA

2. Physics First: Debate to Data • Late 1990s – Leon Lederman • and Project ARISE • Invert traditional • Bio-Chem-Phys science • course sequence as part of • an effort to “revolutionize” • American science education Image Source: http://nobelprize.org/nobel_prizes/physics/laureates/1988/

3. Physics First: Debate to Data • Anticipated outcomes of Phys-Chem-Bio sequence • Students experience greater coherency and integration of science concepts • Provide concurrent context for algebra usage (in Physics course) • Allow for more authentic inquiry-based approach in all science courses • Should encourage schools/districts to create a seamless K-12 science education process • Provide enhanced support for girls, minorities, economically disadvantaged students (?)

4. Physics First: Debate to Data • Other “pro” arguments • More logical progression, follows “grain-size” hierarchy of science • Increased enrollment in physics courses • “Con” arguments • Lack of necessary mathematical skills • Freshmen?!? • Dearth of qualified physics teachers • Difficulty of conversion process • Textbooks

5. Physics First: Debate to Data • Data? • Mostly qualitative • Some causal-comparative or correlational, but limited in scope • Hot topics: • Mathematical rigor • Can freshmen really “learn Physics”? • Teacher preparedness • Curriculum content/textbooks • Pedagogy • Science course enrollment • College performance

6. Physics First: Debate to Data • Goodman, R. & Etkina, E. (2008). Squaring the circle: A mathematically rigorous Physics First. Physics Teacher, 46(4), 222-227. • Algebra-based Physics course successfully prepare students for future science courses? • 85-90% of “physics topics” teachable with algebra • 9th grade course – AP Physics B mechanics and E&M • 10th grade course – remaining AP Physics B topics • By 2006, students taking AP science courses and passing tests at 4.5x the NJ state average • Students graduating with average of 4.2 science courses • Average math SAT scores within 0.1σ of state average

7. Physics First: Debate to Data • Burgess, T. & Goff, K. (2011). Physics First Impact on Advanced Placement Biology and Science Enrollment. Unpublished. • Juniors (P/C/B), Seniors (IS/Bio/Chem) in AP Biology course • Administered multiple choice portion of 2002 AP Biology exam • No difference in performance of cohorts (juniors scored slightly higher, but not statistically significant)

8. Physics First: Debate to Data • Sadler, P. & Tai, R. (2007). The Two High-School Pillars Supporting College Science. Science, 317, 457-458. • Effects of high school science and math on performance in intro-level college science courses • n=8500 • “Out-of-discipline” course performance had no effect (ex. high school physics performance had no effect on college intro bio performance) • Study in same subject increased performance • Number/level of math courses increased performance

9. Physics First: Debate to Data • WARNING!! Shameless plug… • Master’s thesis • Science perceptions and attitudes of PCB vs. BCP students • Survey of junior/senior students who have just completed sequence • TOSRA and other questions • Vertical integration? Scientifically literate? Coordination with math? • Teacher/administrator survey

10. Physics First: Debate to Data • In Conclusion… • Lack of quantitative data to measure “effectiveness” in pedagogical approach, success in future science courses • Difficulty in defining “Physics First” poses problems, lack of standardization • What exactly are we hoping to see? Greater scientific literacy? How to measure?

11. Physics First: Debate to Data Thanks for Listening! Questions?