Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...209.0313z&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #03.13; Bulletin of the American Astronomical Society, V
Computer Science
Learning
Scientific paper
A group of 16 physics teachers spent five days in San Diego in the summer of 2004 learning about the newly developed Physics for Elementary Teachers (PET) curriculum. A large fraction of the time was spent honing skills in teaching this inquiry-based curriculum. How necessary is specialized training such as this week-long session to successfully teaching the PET curriculum? At the University of Michigan-Dearborn the PET curriculum is taught to five sections of 24 students each. Two sections are taught in the fall and winter terms, one section in the summer term. Between January 2005 and December 2006 ten sections were taught, five by PWZ who received the training, the remainder by the other authors of this poster. JFD had previously taught inquiry-based physics courses based on Powerful Ideas in Physical Science, CMS had previously taught inquiry-based courses in space/earth science. RMS is a high school teacher. All instructors made use of the text, video, and web-based resources supplied by the PET development team. There was also communication between instructors teaching different sections in the same term about daily progress and problems. There was, however, no program of class visitations or other means of coordinating teaching techniques. Comparisons of scores on diagnostic exams and student evaluations show that student learning and satisfaction with the course was not significantly different among the various instructors. We conclude that specialized training is not needed for a successful implementation of the PET curriculum.
Devlin J. F.
Savage R. M.
Swift C. M.
Zitzewitz Paul W.
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