| READINGS FOR TEACHING HIGH SCHOOL PHYSICS | 3 s.h. | Spring |
10 hrs in PHY.
Essential background experiences for teaching high school
physics that center
around developing scientific literacy in students.
WARNING: Associated with this course is one or more NSTA-mandated summative performance assessments linked with Professional Studies' Admission to Student Teaching gateway. Failure to adequately demonstrate a required competency in a timely fashion will result in the teacher candidate being barred from student teaching.
Name: Dr. Carl J. Wenning, Coordinator
Physics Teacher Education Program
Office Location: Moulton Hall, Room 322
Office Hours: drop in or by appointment
Telephones: 438-2957 (office); 454-4164 (home); 830-4085 (cell)
E-mail address: wenning@phy.ilstu.edu
The class will meet on Wednesdays, from 7:00 p.m. to 9:30 p.m. without a formal break. If we want to add a 20-minute break as is traditional, the class will run until 9:50 p.m. Class meetings will be held in Moulton Hall room 307-B.
This course will have a learning environment that is student centered, knowledge centered, assessment centered, and community centered. This course will be student centered to the extent that the teacher builds on knowledge students bring to the learning situations. This course will be knowledge centered to the extent that the teacher helps students develop an organized understanding of important concepts in the physics teaching discipline. This course will be assessment centered to the extent that the teacher makes students' thinking visible so that ideas can be presented and verified. This course will be community centered to the extent that the teacher establishes classroom norms that learning with understanding is valued and students feel free to explore what they do not understand.
Emphasis will be placed on an Assessment-for-Learning Policy. That is, assessments of student performance will be used not only to assign grades, but to improve student performance. Unsatisfactory work will be returned to the student for improvement. A student's scores can be improved following appropriate revision and resubmission of "unsatisfactory" course projects, so long as all conditions and deadlines are met. Note: The Assessment-as-Learning policy does not apply to examinations and reading quizzes. Consistent with the Assessment-as-Learning Policy, students are encouraged to write drafts of essays or other projects, submit them for review by the course instructor, and make revisions based upon the instructor's written comments. Please keep in mind the that very best papers/projects in this course typically have been produced by students who submit their papers/projects for review 2 to 3 times before submitting the final copy. Electronic attachments are the preferred form of submission.
This is a "readings heavy" course; students must keep up with daily reading requirements. The amount of reading increases toward the end of the course. Therefore, reading ahead and taking notes is strongly encouraged. This course can be overwhelming due to the heavy work load; don't fall behind.
Students will be required to use Mallard one or more quizzes. Mallard is a web-based application requiring only a web browser. Access information (login, password) for the Mallard web site is provided in the Student Performance Assessments section below.
This course provides essential background for teaching high school physics that centers around developing scientific literacy in students. It will provide students with philosophical and pedagogical background in the teaching of physics. The course as such is built around both pedagogical knowledge - a knowledge of generic teaching practices - and pedagogical content knowledge - a knowledge of how to actually teach the content of physics. Physics content knowledge per se is assumed.
This course is based on the belief that teachers must act on grounded principles, and not arbitrarily. What teachers do as they present their lessons should be rooted deeply in their attitudes about issues that concern them, their students, the scientific profession, and society -- balancing declarative knowledge with procedural knowledge, balancing expository teaching with inquiry learning, balancing depth of coverage with breadth of content, emphasizing learning over teaching, and knowing what values and knowledge are worth learning in light of national and state standards, and the needs of the student and society. The goals of imparting such attitudes are to improve the educational process, enhance the achievement of the learner, produce better and more productive citizens, and improve society. The aim is to prepare all students for life in a democratic society. This course provides essential background for PHY 311 -- Teaching High School Physics.
| To be admitted to student teaching, every teacher candidate must demonstrate each of the following competencies at a B level or above: | Sources of Course Objectives |
Correlated Assessment |
| (1) write a personal teaching philosophy that illustrates a clear understanding of the goals for science teaching, an appreciation of inquiry, and respect for ISU Teacher Education's Conceptual Framework. | NSTA # 3 - Inquiry |
310A(1) |
| (2) state a physics teaching rationale, explaining the role of physics in the high school curriculum. | NSTA # 4 - Issues |
310A(2) |
| (3) describe the nature of scientific epistemology, distinguishing between faith and knowledge, distinguish science from religion and pseudoscience, and note the limitations that are naturally imposed on scientific knowledge. | NSTA # 2 - Nature of Science |
310B(1) |
| (4) write a nature of science book review the purpose of which is to provide students with a fuller understanding of the nature of science and provide as a source of examples. | NSTA # 2 - Nature of Science | 310B(2) |
| (5) define and/or appropriately use terms, values, virtues, and assumptions associated with and/or underlying the creation of scientific knowledge; write an associated book review, and successfully pass a nature of science literacy test. | NSTA # 2 - Nature of Science | 310B(4) |
(6) complete a technical terms and concepts test, the purpose of which is to help students learn the language of science. |
NSTA # 2 - Nature of Science |
310B(3) |
| (7) appropriately characterize scientific literacy as the goal of science teaching, and describe procedures for how best to achieve it. | NSTA # 5 - General Skills of Teaching |
310C |
| (8) prepare student performance objectives suitable for the creation of a variety of contemporary assessment strategies to evaluate the intellectual, social, and personal development of the learner in all aspects of science. | NSTA # 5 - General Skills of Teaching NSTA # 6 - Curriculum NSTA # 8 - Assessment |
310D |
| (9) use a curriculum development process along with relevant state and national standards to identify appropriate concepts, processes, and attitudes that are to be developed in a high school physics course. | NSTA # 6 - Curriculum |
310E |
| (10) complete a self-assessment and professional development plan relating to the content knowledge and problem-solving skills of introductory physics, including a remediation plan for identified deficiencies. | NSTA # 1 - Content Knowledge |
310F |
| (11) conduct a weekly journal reflection dealing with physics education research and pedagogical content knowledge | NSTA #10 - Professional Growth |
310G |
| (12) complete midterm and final examinations demonstrating a wide range of knowledge based upon required readings. | NSTA # 2 - Nature of Science NSTA # 5 - General Skills of Teaching NSTA # 6 - Curriculum NSTA #10 - Professional Growth |
310H |
| (13) meaningfully participate in all class activities by contributing ideas that reflect more than a recitation of material read; make a presentation dealing with pedagogical content knowledge; lead discussions of assigned readings in a way that reflects reverence for learning and seriousness of personal and professional intent. | NSTA # 1 - Content |
310I |
| Conceptual Framework |
Course Objective No. |
| Moral Virtues: | |
| Sensitivity toward the varieties of individual and cultural diversity. | 1, 2, 11 |
| Disposition and ability to collaborate ethically and effectively with others. | 1, 11, 13 |
| Reverence for learning and seriousness of personal, professional, and public purpose. | 1, 2, 7, 8, 13 |
| Respect for learners of all ages, with special regard for children and adolescents. | 1, 7, 11 |
| Intellectual Virtues: | |
| Wide general knowledge and deep knowledge of the content to be taught. | 1-9, 12, 13 |
| Knowledge and appreciation of the diversity among learners. | 1, 9, 11 |
| Understanding what affects learning and appropriate teaching strategies. | 1, 7, 8, 10-13 |
| Interest in and an ability to seek out informational, technological, and collegial resources. | 1, 9-13 |
| Contagious intellectual enthusiasm and courage enough to be creative. | 1, 3, 4, 9-11, 13 |
| Dates (Wed.) |
Topics |
Assignments |
| Jan. 16 |
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Jan. 30 |
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| Feb. 6 |
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Feb. 13 |
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| Feb. 20 |
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Feb. 27 |
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| Mar. 5 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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| Mar. 12 | Spring Break Week |
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| FIRST GRADING PERIOD ENDS. ALL FINAL VERSIONS DUE TO DATE MUST BE COMPLETED AND SUBMITTED BY 11:59 PM ON SUNDAY NIGHT, MAR 18. |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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| Mar. 26 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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Apr. 2 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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Apr. 9 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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SECOND GRADING PERIOD ENDS. ALL "FINAL VERSIONS" DUE TO DATE MUST BE COMPLETED AND SUBMITTED BY 11:59 PM ON SUNDAY NIGHT, APRIL 20. |
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Apr. 16 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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Apr. 23 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
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Apr. 30 |
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BY SUNDAY NIGHT following class (and submitted electronically by 11:59 p.m.):
FOR FINALS WEEK:
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May 7 |
THIRD GRADING PERIOD ENDS. ALL "FINAL VERSIONS" DUE TO DATE MUST BE COMPLETED AND SUBMITTED BY START OF FINAL EXAM. Online Nature of Science Literacy Test (NOSLiT) & Final Exam -- Wednesday, May 7, 5:30 p.m., Moulton 307-B |
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Student Performance Assessments: (Note: Points associated with any scoring process will be normalized so that percentages associated with course grades are strictly observed. Additionally, when it is available, the correct student-completed scoring rubric must be submitted along with every assignment. All submissions must be made electronically - sent as e-mail attachments to the course instructor.)
310A: Position Papers (10% of course grade)
Students must write two short essays during the semester dealing with the following topics: (1) Personal Teaching Philosophy and (2) Physics Teaching Rationale. Written work will be evaluated using an official essay scoring rubric. Each essay will be worth 5% of the course grade.
310B: Nature of Science Cumulative Performance Assessment (20% of course grade)
Students must complete a Nature of Science cumulative performance assessment. The assessment consists of a four-part project: (1) Scientific Epistemology Essay, (2) Nature of Science Book Review, (3) the Nature of Science Literacy Test (NOSLiT), and (4) and a Mallard-based Technical Terms and Concepts Quiz. An official essay scoring rubric will used to assess whether or not the student has demonstrated the required competencies summatively assessed in parts 1 and 2. All parts will be worth 5% of the course grade. Login and password information for Mallard: login = university e-mail name (e.g., crmello); password = university ID number (e.g., 812344375). Note: Mallard quiz will not be available until date and time of the midterm or final exam. See course outline for details.
310C: Scientific Literacy Essay (15% of course grade)
Student must write a short Scientific Literacy Essay. The essay will be scored using an essay scoring rubric.
310D: Student Performance Objectives (5% of course grade)
Students must write twelve Student Performance Objectives based on Bloom's Taxonomy that can be used as the basis for student assessment in a single subject matter area. Two objectives must be written for each of the six domains of Bloom's Taxonomy. Successfully prepared objectives will be written and assessed following specific guidelines.
310E: Syllabus Project (5% of course grade)
Student will employ a curriculum development process to create a semester-long course syllabus that aligns curriculum goals with Illinois Learning Standards, subject matter, activities, resources, and assessments; demonstrates an understanding of the depth of coverage vs. breadth of coverage argument; and incorporates community resources to enhance scientific literacy. Definitive performance criteria are available in the form of a scoring rubric.
310F: Professional Development Plan (5% of course grade)
Students will complete a 95-minute standardized physics test with multiple-choice questions. Based upon the results of this test, the students will prepare a professional development plan to remediate deficiencies in identified areas. This assessment and project are designed to help students prepare for their science content examination that is part of the Illinois Teacher Certification System.
310I: Weekly Journal Reflection (10% of course grade)
One requirement of this course is to become familiar with physics education research and pedagogical content knowledge. Students will use Five Easy Lessons (Knight, 2004) to write continuous weekly reading reflections. Each week, students must write a one-page, single-spaced report on the assigned reading(s) in which the following questions are addressed: (1) What are the important point of the chapter(s)? and (2) In what ways have your understanding of the topic(s) changed as a result of reading the chapter(s)? New reflections should be added to reflections from previous weeks so that only one file is created and updated.
310J: Midterm and Final Exams (20% of course grade)
Students will complete both a midterm and a final examination based upon designated course readings. The midterm will cover information from the beginning of the course up to the exam; the final will cover readings from the midterm examination to the end of the course. Exams will be scored with a Essay Exam Scoring Rubric. Each exam will be worth 10% of the course grade.
310K: Presentation and Discussion Leadership (10% of course grade)
To be an effective teacher, students must demonstrate a knowledge of science, pedagogy, and educational psychology, and be able to use this knowledge effectively through active participation in class discussion and projects. Students will be evaluated on the degree of their contributions to in-class discussions and other group activities. Students will lead discussions for a variety of topics using specific guidelines. Performance will be peer evaluated separately from class participation using a standardized discussion leadership scoring rubric. The discussion leader will be selected and announced immediately before the start of the discussion; every student should come to every class prepared to lead a discussion of assigned readings. Each student will lead the same number of discussions. Discussions will be limited to 15 minutes maximum, and will be cut off when time limit is exceeded. Students will also make presentations following specific guidelines for a variety of topics. Performance will be peer evaluated separately from class participation using a standardized scoring rubric. Presentations leaders will be announced in advance. Class participation will be assessed with the use of a Participation Rubric. While such participation will evaluated, it will not part of the final course grade. It will, however, be used to help the PTE program coordinator to make recommendation about admission to student teaching. Completion of written self assessments are considered part of class participation.
You may view your latest assessment scores online by going to the Mallard website for this course.
Position Papers (2) |
50 points |
NOS Cumulative Performance Assessment |
100 points |
Scientific Literacy Essay |
75 points |
| Student Performance Objectives | 25 points |
| Syllabus Project | 25 points |
| Professional Development Plan | 25 points |
| Weekly Journal Reflection | 50 points |
| Midterm Examination | 50 points |
| Final Examination | 50 points |
| Presentation and Discussion Leadership | 50 points |
Total |
500 points |
| A > 90% |
82% < B < 90% |
74% < C < 82% |
66% < D < 74% |
F < 66% |
Readings in this course will come from a variety of sources. All seven of the following publications are "required":
All publication are available online or for loan from the course instructor, and the Illinois Learning Standards booklet may be obtained free of charge by request from the Illinois State Board of Education (ISBE).
Pedagogical Knowledge
Readings |
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1 |
Benchmarks for Science Literacy, Nature of Science, Chapter 1 |
| 2 |
Science for All Americans: Introduction, pages xiii-xxiii; The Nature of Science, pages 1-12. |
| 3 |
Science for All Americans: The Nature of Technology, pages 25-38; The Physical Setting, pages 39-58. |
| 4 |
Science for All Americans: Common Themes, pages 165-182; Habits of Mind, pages 183-196. |
| 5 |
Science for All Americans: Effective Learning and Teaching, pages 197-208; Reforming Education, pages 209-218. |
| 6 |
National Science Education Standards: Overview, pages 1-10; Introduction, pages 11-18; Principles and Definitions, pages 19-21, and 22-24. |
| 7 |
National Science Education Standards: Science Teaching Standards, pages 27-37, 37-45, and 45-52. |
8 |
National Science Education Standards: Content Standards, pages 104-105 and 115-119 (unifying concepts); 173-176 (practice of scientific inquiry); and 176-190 (major concepts) - STERS-related readings |
9 |
National Science Education Standards: Content Standards, pages 190-193 (technological applications); 193-199 (issues related to science and technology - science in the community); and 200-204 (philosophical and historical nature of science) - STERS-related readings |
| 10 |
Inquiry and the NSES: Inquiry in Science and in Classrooms, pages 1-12; Appendix A-1 and Appendix A-2 |
| 11 |
Inquiry and the NSES: Inquiry in the NSES, pages 13-21, 21-33, and 33-37 |
| 12 |
Inquiry and the NSES: Making the Case for Inquiry, pages 115-121, 121-124, and 124-128. |
| 13 |
Inquiry and the NSES: Frequently Asked Questions about Inquiry, pages 131-136, and 136-141. |
| 14 |
Illinois Learning Standards for Science, Goals 11, Goal 12, Goal 13, and Applications of Learning |
15 |
National Board for Professional Teaching Standards: Five Core Propositions and Adolescent/Young Adulthood Science Standards (see booklet -not PDF - pages 7-8 OVERVIEW) |
| 16 |
How People Learn: Brain, Mind, Experience, and School, Expanded Edition, Learning: From speculation to science, Ch. 1, pages 3-19, 19-27. |
| 17 |
How People Learn: Brain, Mind, Experience, and School, Expanded Edition, How experts differ from novices, Ch. 2, pages 31-42, 42-50. |
| 18 |
How People Learn: Brain, Mind, Experience, and School, Expanded Edition, Learning and transfer, Ch. 3, pages 51-61, 62-78. |
19 |
How we teach and how students learn: A mismatch?, Lillian McDermott, Am. J. Phys. 61(4), 295-298. |
Pedagogical Content
Knowledge Readings |
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| 20 |
Rectilinear Kinematics, Chapter 2 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: Instructor |
| 21 |
Elementary Dynamics, Chapter 3 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
22 |
Motions in Two Dimensions, Chapter 4 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
23 |
Momentum and Energy, Chapter 5 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
24 |
Static Electricity, Chapter 6 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
25 |
Current Electricity, Chapter 7 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
26
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Electromagnetism, Chapter 8 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
27 |
Waves and Light, Chapter 9 of Teaching Introductory Physics, Arnold B. Arons (1997) - Presenter: |
POLICIES:
Academic Integrity: Students are expected to be honest in all academic work. A student's name on any in academic exercise shall be regarded as assurance that the work is the result of the student's own thought and study. Offenses involving academic dishonesty include, but are not limited to the following: cheating, computer dishonesty, plagiarism, grade falsification, and collusion. For more information about this important topic, visit the Student Dispute Resolution Web site.
Penalty for Late Submissions: There WILL be a penalty for late submission of course work -- 20% of rubric-based score for each day (Saturdays and Sundays included) following the electronic submission deadline (by 11:59 p.m. on the due date). Submissions more than 5 days late will be of no value whatsoever. Submissions of DUE projects MUST be made using e-mail attachment. Hard copy submissions of DUE projects are NOT acceptable.
Discussions: A student discussion leader will be "randomly selected" and announced immediately before a scheduled class discussion; every student should come to class prepared to lead a discussion of assigned readings if their name is chosen. All students will be called upon to lead the same number of discussions during a given semester. If the first student identified as a discussion leader cannot or will not lead the discussion, that student will score a zero and another student will be selected to lead the discussion. All discussions will be time limited.
The instructor strongly encourages teacher candidates to begin assembling a "Physics Toolkit" that can be relied on as a teacher. This would be a good time to begin collecting important books, resource guides, a set of hyperlinks, demonstration and lab materials, etc. that deal with the teaching of all areas of physics at the introductory level. Organize your Toolkit by topic to make the information it contains more accessible. Include copies of NSTA's journal The Science Teacher. More information will be provided in class about this optional but highly desirable project.
Disposition Concerns: The College of Education, in an effort to ensure top quality graduates, provides faculty members and interested others with the opportunity to provide input into the teacher preparation process. One of these inputs is in the area of disposition concerns. Education faculty, in particular, are encouraged to bring to attention of CECP any significant problems associated with the following major areas. If three or more filed dispositions concerns have not been resolved, the teacher candidate will be blocked from advancing in Professional Studies.
Caution: Keep in mind as you progress toward student teaching that as a student teacher your students will have an interest in finding out about you. This will lead them to Internet searches. Don't put anything on a web page, uTube, Facebook, MySpace, etc., that you wouldn't want students, parents, teachers or administrators to see.
Satisfactory completion of ALL student performance assessments is a prerequisite for a passing grade for physics teaching majors. In addition, the student is expect to attend class regularly and participate fully. Teacher candidates must do well enough on all course assignments to receive a positive recommendation from the teacher education program coordinator for admission to student teaching. Without a positive recommendation teacher candidates will not be admitted.
Please note that before any teacher candidate is admitted to Professional Studies/Teacher Education, he or she must complete the required "Successful Experience with Children or Youth" form, and submit it to the PTE coordinator for processing and forwarding to CECP.
At the April 2, 2002, meeting of the Council for Teacher Education meeting, the following motion was passed: Teacher candidates who will be student teaching beginning with Spring 2003 and beyond will be required to pass the State content area test prior to student teaching. In the case of Physics, this mean September 1 of the year prior to student teaching. PLEASE NOTE THAT NO EQUATION SHEET IS PROVIDED FOR THIS EXAMINATION.
Examinees may now register online for teacher, school service personnel and administrative certification tests; view and download study guides; and access their test results. The site address is: www.icts.nesinc.com/. This new service will provide certification candidates with easy access to teacher certification testing materials and registration activities. To give students a second chance to pass this test, an early test date is recommended. Test framework (objectives) for the science content exam for Field #116 (Physics) are available for download here.
Now strictly enforced are the following policies:
SAAMEE: A Model for Academic Success
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