(Last updated July 10, 2007)
Undergraduate Physics Education Courses: (These courses are offered as part of the Physics Teacher Education in the bachelor's degree sequence in the Department of Physics.)
PHY 209 -- Introduction to Teaching High School Physics (1 semester hour, Fall Semester) This required course provides 25 clock hours of pre-professional observations and interactions within area high schools. Clinical experiences are structured around a weekly seminar in which students exchange information and share reflections derived from their observations and interactions. Students normally take this course during the autumn semester of their sophomore year. Most Recent Syllabus
PHY 287 -- Independent Study (1-3 semester hours, Fall and Spring semesters only, may be repeated to a maximum of 6 semester hours) These informal optional courses allow students to address specialized interests or needs. Recent topics include Physics by Inquiry, Amusement Park Physics, Modeling Method of Instruction (mechanics), and CASTLE - Capacitor Aided System for Teaching and Learning Electricity. Additional topics are possible. These courses are typically restricted to Physics Teacher Education majors at the sophomore through senior level, but some are available to secondary science education majors outside of physics. Contact the PTE program coordinator for availability and details. Links to syllabi are below:
PHY 302 -- Computer Applications in High School Physics (1 semester hour, Fall Semester) This required laboratory course assists prospective physics teachers in developing a working familiarity with major computer hardware and software that might be encountered in secondary school physics classrooms. Students complete readings and lab projects associated with inquiry, and CBL and MBL technology. Students learn detailed procedures for experimentation, and complete a capstone experimental project. Students normally take this course during the autumn semester of their junior year. Most Recent Syllabus
PHY 310 -- Readings for Teaching High School Physics (3 semester hours, Spring Semester) This required course provides essential preparation for teaching high school physics that centers around developing scientific literacy in students. It provides students with philosophical and pedagogical background in the teaching of physics, including the major results of science education research. Students learn physics and about the nature of science by participation in model inquiry-oriented lessons. Student develop discussion leadership skills. Students normally take this course during the spring semester of their junior year. Most Recent Syllabus
PHY 311 -- Teaching High School Physics (3 semester hours, Fall Semester) This required course is designed to bridge the gap between educational theory and practice. It provides students with a chance to apply their knowledge of physics, adolescent psychology, and pedagogical theory to teaching high school physics. Students continue to learn basic physics through participation in inquiry-oriented lessons. Students also learn about resources and special considerations relating to physics teaching. Students normally take this course during the autumn semester of their senior year. Most Recent Syllabus
PHY 312 -- Inquiry and High School Physics (3 semester hours, Spring Semester) In this required course, intense focus is placed on historically oriented inquiry teaching, demonstrations, and laboratory activities. Strong emphasis is placed on inquiry-oriented student performance objectives. Students normally take this course prior to but during the same semester as student teaching. Student teaching occurs during the spring semester of the senior year. Most Recent Syllabus
PHY 353 -- Student Teaching Seminar (1 semester
hour, Spring Semester) This required seminar begins by providing
pre-student-teaching clinical experiences at future student teaching
sites thereby ensuring a smooth transition as students become
student teachers. Biweekly meetings during student teaching provide
candidates with an opportunity to share experiences and reflections.
Activities culminate in the creation of professional teaching
portfolios. Students normally
take this
course prior to but during the same semester as student teaching. Student
teaching occurs during the spring semester of the senior year. Most
Recent Syllabus
STT 399.72 -- Student Teaching in Physics (8
semester hours, Spring Semester) Students must complete student
teaching which consists of not less than 10 full weeks (50 complete
days) on site. Student
teaching occurs during the spring semester of the senior year. Most
Recent Syllabus
Other Undergraduate Pedagogy Courses: (This
course is offered as part of the bachelor's
degree
sequence
for elementary school teachers offered by the College of Education. Not currently
available.)
PHY 309 -- Integrated Science for Elementary Educators (3 semester hours, Fall Semester) This course is intended as part of an 18-semester-hour science concentration for elementary education majors. It assumes that students have a solid background in life and physical sciences. Students participate in integrated science lessons that model the best ways of teaching, and are actively engaged in the process of scientific discovery. Multidisciplinary topics serve as the organizing themes for this course, and integrate the areas of biology, chemistry, earth and space science, and physics. Course Proposal
Graduate Physics Education Courses: (These
courses are generally offered as part of a four-course concentration in Physics
Teacher
Education
in the master's degree program of the Department of Curriculum & Instruction.
The Master of
Science degree in Curriculum & Instruction (M.S. in C&I) is suitable
for in-service teachers desiring to concentrate in Physics Teacher Education.
A draft
plan of study is available.
PHY 400 -- Independent Study (1-3 semester hours, Summer, Fall, Spring Semesters) Intensive study in a special area of the advanced student's interest under a qualified member of the faculty. Each individual investigation is to culminate in a comprehensive written report and/or examination. Open only to graduate students who have completed considerable work in a degree program, who are in good academic standing, and who have demonstrated an ability to profit from independent study. A written proposal approved by the faculty member, the student's advisor, and the department chairperson is required prior to registration.
PHY 411 -- Teaching Secondary Science (3 semester hours, Summer Semester, alternative certification secondary science teacher candidates only.) Intensive study of findings from key areas of science education research with applications to the teaching of biology, chemistry, and physics. Focuses on readings, small group activities, and specialized projects. Most Recent Syllabus
PHY 413 -- Teaching High School Physics II (3 semester hours, Summer Semester) This course brings three important professional development elements together in an effort to improve teaching for improving scientific literacy among high school physics students: (1) an increased knowledge of inquiry practice, (2) a better understanding of the goal of scientific literacy, and (3) plans for improvements in both. Strong emphasis placed on using self-assessments, lesson study, and generic instructional design. Most Recent Syllabus
PHY 429.0X -- Professional Development Institutes (1-6 semester hours, summer semester). Intensive and applied institutes for graduate students. Designed as an opportunity for acquiring advanced pedagogical knowledge, and intended primarily for in-service teachers of physics and/or physical science. Recent workshop titles have included Modeling Method of Instruction (2001, 2003, 2005, and 2006), Physical Science and Math Methods (2004), and Problem-Based Learning Method of Instruction (2004).
PHY 498 -- Professional Practice (1 semester hour, Summer, Fall, Spring, may be repeated during different semesters; max 3 hrs) Graduate students will co-teach a number of undergraduate physics teacher education courses, mentor students, evaluate student work, supervise student teaching, and assist program director with course and program improvements. Professional Practice will be open only to graduate students who have completed considerable work in a C&I graduate degree program seeking a concentration in physics teacher education. Graduate students must have at least three years of high school physics and/or physical science teaching experience and instructor approval prior to registration. Prerequisites apply. Rough Syllabus
PHY 400 and 498 are available each semester; PHY 411 and 413 are offered on an "as needed" basis during summer semester; PHY 429.0X is offered contingent upon receipt of workshop funding.
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