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Kathleen Falconer Department of Elementary Education and Reading Daniel MacIsaac

Reflective Change in Physics Alternative Certification Candidates' Perceptions of Physics and Physics Teaching. Kathleen Falconer Department of Elementary Education and Reading Daniel MacIsaac Department of Physics. This research was supported by NSF 0302097 and 0434103. Introduction.

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Kathleen Falconer Department of Elementary Education and Reading Daniel MacIsaac

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  1. Reflective Change in Physics Alternative Certification Candidates' Perceptions of Physics and Physics Teaching Kathleen Falconer Department of Elementary Education and Reading Daniel MacIsaac Department of Physics This research was supported by NSF 0302097 and 0434103.

  2. Introduction • Teacher certification • NCLB- definition of highly qualified • Teacher Shortages in Physics • Alternative Certification as solution to both problems

  3. Introduction • Attitudes and Beliefs about Science and Science Teaching of Alternative Certification candidates • 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 • Little known about the especially physics

  4. Alternative Certification Program at Buffalo State • Started with: • One tenure-track physics education faculty • Physics faculty inc. certified HS teachers including collaborated with past HS Physics Teachers now faculty in Elementary Education and Reading and Earth Science and Science Education • Several local master physics teachers (WNYPTA community) • Currently: • Tech conversion hired • 2nd physics education faculty to be hired • A dozen local master physics teachers (WNYPTA community)

  5. Alternative Certification Program at Buffalo State • Intensive Summer Academy Courses • 2-3 week long • 8-13 hours per day • maximum 30 participant teachers in course • co-taught by master teachers and university faculty • physics content and pedagogy integrated • teacher and student modes • Grown to five graduate courses • Possible 4 courses each summer • 2 elementary physics and education courses • 2 secondary physics education courses • serving 75-90 teachers this summer • drawing participants regionally

  6. Research Questions • What understandings do physics alternative certification candidates have about teaching and learning physics? • There were five sub questions: • 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 teaching?

  7. Research Questions • 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 do these perceptions and beliefs inform the physics alternative certification candidates' view of their practice?

  8. Methodology • 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 Hispanic • Ages range from youngest to oldest in program • Teaching

  9. Methodology • Grounded Theory • Data Collection • Semi-structured interviews • Audio taped and transcribed • Field Notes • Grounded Theory • Data Analysis • Five Stages • Recursive and on-going • Diagram

  10. Findings Themes • Elitism vs. Egalitarianism • The Alternative Certification Candidates in the program believe everyone can and should participate in physics courses. • Time and Effort • Solving Problems vs.. Conceptual Understanding • Teacher Content Knowledge • Concepts • PCK

  11. Findings • 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.

  12. 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 management

  13. 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)

  14. 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 experience • Note: Success is defined by continued participation in alternative certification program.

  15. References • American Association for Employment in Education, Inc. (2003). 2003 Executive Summary: Educator Supply and Demand in the United States. Columbus, OH: AAEE. Available from <http://www.aaee.org> • American Institute of Physics (1999). Maintaining Momentum: High School Physics for the New Millennium. The AIP’s 1997 Nationwide Survey of High School Physics Teachers. Melville NY: AIP. Available at <http://www.aip.org/statistics/trends/highlite/hs2/high2.htm>. • Bianchini, J. A., Whitney, D. J., Breton, T. D., & Hilton-Brown, B. A. (2002). Toward inclusive science education: University scientists' views of students, instructional practices, and the nature of science. Science Education, 86(1), 42-78. • Carlone, H.B. (2003). Innovative science within and against a culture of “achievement.” Science Education, 87(3), 307-328. • (Creswell, 1998) • Darling-Hammond, L. (2000). Solving the dilemmas of teacher supply, demand and standard: How we can ensure a competent, caring and qualified teacher for every child. Washington: National Commission on Teaching & America's Future. ED463337 • Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership 58(8), 12-17. • Darling-Hammond, L. (2002, September 6). Research and rhetoric on teacher certification: A response to “Teacher Certification Reconsidered,” Education Policy Analysis Archives, 10(36). Available from September 6, 2004 <http://epaa.asu.edu/epaa/v10n36.html>. • Darling-Hammond, L., Chung, R. & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4) p286-302.

  16. References • Darling-Hammond, L., Chung, R. & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4) p286-302. • Darling-Hammond, L., & Youngs, P., (2002). Defining “Highly qualified teachers”: What does “Scientifically-based research” actually tell us? Educational Researcher, 31(9) 13-25. • Hart, L. C. (2002). Preservice teachers' beliefs and practice after participating in an integrated content/methods course. School Science and Mathematics, 102(1), 4-14 • (Hestenes 1987, 1993; Wells, Hestenes & Swackhammer, 1995) • Ingersoll, R.M. (1999). The problem of under qualified teachers in American secondary schools. Educational Researcher, 28(2): 26-37. Available at <http://www.aera.net/pubs/er/arts/28-02/ingsoll03.htm> • MacIsaac, D.L., Henry, D., Zawicki, J.L. Beery, D. & Falconer, K. (2004). A new model alternative certification program for high school physics teachers: New pathways to physics teacher certification at SUNY-Buffalo State College. Journal of Physics Teacher Education Online, 2(2), 10-16. • Neuschatz, M. & McFarling, M. (2000). Background and professional qualifications of high-school physics teachers. The Physics Teacher, 38(2), 98-104. Available at <http://www.aip.org/statistics/trends/hstrends.htm>. • New York State Education Department. (2002). Decision reached on June physics exam. August exam to be offered. Albany, NY: Author. May be retrieved electronically from <http://users.erols.com/lipta/nysed/update.htm>. • Olszewski, C. (2006). Reflections on the road less traveled: Industrial physicist to HS teacher. Poster presented at NSF STEM-Alternative Certification of Teachers, 5-6 May 2006, Arlington, VA. Available from <http://PhysicsEd.BuffaloState.Edu/pubs/STEM-ACTMay06>.

  17. References • Reid, N., & Skryabina, E. (2003). Gender and Physics. International Journal of Science Education, 25(4), 509-536. • Reid, N., & Skryabina, E. (2002). Attitudes towards Physics. Research in Science and Technological Education, 20(1), 67-81. • Roth, W.-M., & Lawless, D. (2002). Science, culture, and the emergence of language. Science Education, 86(3), 368-385. • Stevens, C. J. & Dial, M. (1993). A qualitative study of alternatively certified teachers. Education and Urban Society, 26(1), 63-77. • United States Department of Education (2002). Meeting the highly qualified teachers challenge: The secretary’s annual report on teacher quality. Washington DC: US Dept of Education, Office of Postsecondary Education. Available from <http://www.title2.org/secReport03.htm>. • United States Department of Education (2003). Elementary and Secondary Education Act (ESEA) of 2001 (No Child Left Behind). Washington DC: US Dept of Education. Available from <http://www.ed.gov/nclb/>. • Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86(5), 601-623. • Zawicki, J.L., Jabot, M., Falconer, K., MacIsaac, D.L., Henry, D. & Fischer, R. (2003). A preliminary analysis of the June 2003 New York State Regents examination in physics. Perspectives on Science Education, June 2003. New York State Science Education Leadership Association: Albany NY. Available from <http://physicsed.buffalostate.edu/pubs/NYRegentsPhysics/>

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