The Effects of a Model-Based Physics Curriculum Program with a Physics First Approach: a Causal-Comparative Study
Tóm tắt
The purpose of this study is to examine the effects of a model-based introductory physics curriculum on conceptual learning in a Physics First (PF) Initiative. This is the first comparative study in physics education that applies the Rasch modeling approach to examine the effects of a model-based curriculum program combined with PF in the United States. Five teachers and 301 students (in grades 9 through 12) in two mid-Atlantic high schools participated in the study. The students’ conceptual learning was measured by the Force Concept Inventory (FCI). It was found that the ninth-graders enrolled in the model-based program in a PF initiative achieved substantially greater conceptual understanding of the physics content than those 11th-/12th-graders enrolled in the conventional non-modeling, non-PF program (Honors strand). For the 11th-/12th-graders enrolled in the non-PF, non-honors strands, the modeling classes also outperformed the conventional non-modeling classes. The instructional activity reports by students indicated that the model-based approach was generally implemented in modeling classrooms. A closer examination of the field notes and the classroom observation profiles revealed that the greatest inconsistencies in model-based teaching practices observed were related to classroom interactions or discourse. Implications and recommendations for future studies are also discussed.
Tài liệu tham khảo
American Association for the Advancement of Science (AAAS) (1989) Science for all Americans. Oxford University Press, New York
Brewe E, Sawtelle V, Kramer LH, O’Brien GE, Rodriguez I, Pamelá P (2010) Toward equity through participation in Modeling Instruction in introductory university physics. Phys Rev Spec Top Phys Educ Res 6: 010106. Retrieved August 16, 2010, from http://prst-per.aps.org/pdf/PRSTPER/v6/i1/e010106
Clement J (1989) Learning via model construction and criticism. In: Glover G, Ronning R, Reynolds C (eds) Handbook of creativity: assessment, theory and research. Plenum, New York, pp 341–381
Clement J (2008) Six levels of organization for curriculum design and teaching. In: Clement J, Rea-Ramirez MA (eds) Model based learning and instruction in science. Springer, New York, pp 255–272
Common Core State Standards Initiative (2010) Common core state standards for mathematics. Retrieved August 10, 2010, from http://corestandards.org/the-standards
Eisenkraft A (2010) Active physics, 3rd edn. It’s About Time, Armonk
Ewald G, Hickman J, Hickman P, Myers F (2005) Physics first: the right-side-up science sequence. Phys Teach 43:319–320
Gay L, Mills G, Airasian P (2006) Educational research: competencies for analysis and application, 8th edn. Prentice-Hall, Upper Saddle River
Giere RN (1988) Explaining science: a cognitive approach. University of Chicago Press, Chicago, IL
Goodman R, Etkina E (2008) Squaring the circle: a mathematically rigorous physics first. Phys Teach 46(4):222–227
Hake RR (1992) Socratic pedagogy in the introductory physics laboratory. Phys Teach 30(12):546–552
Hake RR (1998) Interactive engagement vs. traditional methods: a six-thousand student survey of mechanics test data for introductory physics courses. Am J Phys 66(1):64–74
Halloun IA (2004) Modeling theory in science education. Kluwer Academic Publishers, Dordrecht
Hamilton R, Ghatala E (1994) Learning and instruction. McGraw-Hill, New York
Hedges LV (1981) Distribution theory for Glass’s estimator of effect size and related estimators. J Educ Stat 6(2):107–128
Hestenes D (1987) Toward a modeling theory of physics instruction. Am J Phys 55(5):440–454
Hestenes D, Wells M, Swackhamer G (1992/1995) Force concept inventory. Phys Teach 30:141–158
Ihaka R, Gentleman R (1996) R: a language for data analysis and graphics. J Comput Graph Stat 5:299–314
Karplus R (1977) Science teaching and the development of reasoning. J Res Sci Teach 14:169–175
Kuhn TS (1970) The structure of scientific revolutions. University of Chicago Press, Chicago
Lederman L (2001) Revolution in science education: put physics first!. Phys Today 54(9):11–12
Lesh R, Doerr HM (2003) Beyond constructivism. Math Think Learn 5(2&3):211–233
Linacre JM (2007) Winsteps (Version 3.61.2) [Computer Software]. Winsteps.com, Chicago
Liu X, Boone WJ (2006) Introduction to Rasch measurement in science education. In: Liu X, Boone WJ (eds) Applications of Rasch measurement in science education. JAM Press, Publisher, MN, pp 1–22
Malone K (2008) Correlation between knowledge structures, force concept inventory, and problem-solving behaviors. Phys Rev Spec Top Phys Educ Res. Available from http://prst-per.aps.org/abstract/PRSTPER/v4/i2/e020107
Mountz DK (2006) The effect of science core sequence reform on students’ attitudes toward science. Doctoral dissertation, Immaculata University, Malvern, PA. Retrieved October 11, 2006, from http://modeling.asu.edu/Projects-Resources.html
National Council of Teachers of Mathematics (2000) Principles and standards for school mathematics, Reston, VA. Retrieved August 12, 2010 from: http://standards.nctm.org
National Research Council (1996) National science education standards. National Academy Press, Washington
National Research Council (2000) Inquiry and the national science education standards: a guide for teaching and learning. National Academy Press, Washington
National Research Council (2007) Taking science to school. The National Academies Press, Washington
Neuschatz M, McFarling M, White S (2008) Reaching the critical mass: the twenty year surge in high school physics. Findings from the 2005 nationwide survey of high school physics teachers. AIP Report number R-442, ED502250. Retrieved from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3e/8a/eb.pdf
O’Brien MJ, Thompson JR (2009) Effectiveness of ninth-grade physics in maine: conceptual understanding. Phys Teach 47(4):234–239
OECD (2007) PISA 2006: science competencies for tomorrow’s world. Retrieved July 8, 2008, from http://www.pisa.oecd.org/document/2/0,3343,en_32252351_32236191_39718850_1_1_1_1,00.html
Pasero S, Fermilab Education Office (2003) The state of physics-first programs: a report for Project ARISE. FERMILAB-Pub-01/206
Piaget J (1970) Piaget’s theory. In: Mussen PH (ed) Carmichael’s manual of child psychology, 3rd edn. Wiley, New York, pp 703–732
Planinic M, Ivanjek L, Susac A (2010) Rasch model based analysis of the Force Concept Inventory. Phys Rev Spec Top Phys Educ Res 6–010103:1–11
Posner G, Strike K, Hewson P, Gertzog W (1982) Accommodation of a scientific conception: toward a theory of conceptual change. Sci Educ 66:211–227
Sawada D, Piburn MD, Judson E, Falconer K, Turley J, Falconer K, Benford R, Bloom I (2002) Measuring reform practices in math and science classrooms: the reformed teaching observation protocol. Sch Sci Math 102(6):245–254
Schuchardt A, Malone K, Diehl W, Harless K, McGinnis R, Parr TD (2008) A case study of student performance following a switch to a modeling-based physics first course sequence. Paper presented at the National Association for Research in Science Teaching annual conference, Baltimore, MD
Schwarz C, White B (2005) Meta-modeling knowledge: developing students’ understanding of scientific modeling. Cognit Instr 23(2):165–205
Schwarz CV, Reiser BJ, Davis EA, Kenyon L, Acher A, Fortus D, Shwartz Y, Hug B, Krajcik J (2009) Developing a learning progression for scientific modeling: making scientific modeling accessible and meaningful for learners. J Res Sci Teach 46(6):632–654
Thagard P (1992) Conceptual revolution. Princeton University Press, Princeton
Vesenka J, Beach P, Munoz G, Judd F, Key R (2002) A comparison between traditional and “modeling” approaches to undergraduate physics instruction at two universities with implications for improving physics teacher preparation. J Phys Teach Educ Online 1(1): 3–7. Retrieved March 2, 2007, from http://phy.ilstu.edu:16080/jpteo/issues/june2002.html
Vygotsky LS (1978) Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, MA
Wells M, Hestenes D, Swackhamer G (1995) A modeling method for high school physics instruction. Am J Phys 63:606–619
White BY, Frederiksen JR (2000) Metacognitive facilitation: an approach to making scientific inquiry accessible to all. In: Minstrell J, van Zee EH (eds) Inquiring into inquiry learning and teaching in science. American Association for the Advancement of Science, Washington, DC, pp 331–370