CF04: Using Assessment Data to Inform Instruction at the Buffalo State College Summer Physics Teachers’ Academy. Kathleen Falconer, Department of Elementary Education and Reading, SUNY - Buffalo State College <[email protected]> David Abbott, Dan MacIsaac & Luanna Gomez
Kathleen Falconer, Department of Elementary Education and Reading, SUNY - Buffalo State College <[email protected]>
David Abbott, Dan MacIsaac & Luanna Gomez
Department of Physics,SUNY - Buffalo State College
Dave Henry, Dept of Elementary Education and Reading, SUNY- Buffalo State College
The Physics Summer Teachers’ Academy is part of the alternative certification and Master’s program at Buffalo State College. Teachers attend intensive, short duration courses combining physics content and pedagogy. Standardized multiple-choice measures of content understanding and attitudes toward science for the Academy over the past five years will be presented and trends examined with an eye toward reforming instructional practice.
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.
BEMA: Brief Electricity and Magnetism Evaluation (Chabay & Sherwood)
CSEM: Conceptual Survey of Electricity and Magnetism (Maloney, Heuvelen, Hieggelke, & O'Kuma)
DIRECT: Determining & Interpreting Resistive Electric Circuit Concepts Test (Englehardt & Beichner)
FCI: Force Concept Inventory (Halloun, Hake, Mosca, & Hestenes)
FMCE: Force and Motion Conceptual Evaluation (Thornton & Sokoloff)
MCTP: Maryland Collaborative for Teacher Preparation Teacher Attitudes Survey [Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science] (McGinnis et al)
STEBI: Science Teachers’ Efficacy and Beliefs Instrument (Enochs & Riggs)
Currently most summer physics academy teachers are much better prepared with at least the equivalent of a physics minor, and are committed to a 33-45 credit graduate program developing their physics teaching expertise, and are individually advised with respect to improving their physics and pedagogy background. These students have better informed notions and much higher expectations of their ability to teach physics (reflected in pretest scores and attitudinal gains).
Course length changes: PHY510, PHY620 and PHY620 were all originally proposed as two week daylong + extended hours + Saturday of intermediate weekend in duration. Between 2003 and 2005 we expanded both PHY620 and PHY622 by one or two days each summer to three weeks duration with optional evening session.
Comment on conceptual and attitudinal gains / effect sizes: While Hake <g>s of 0.30 are not so impressive for regular semester-long physics courses in our department, these gains are for three week, 15 day long courses for PHY620 and 622.
Course offering frequencies: With additional physics education faculty hires we have recently expanded the frequency of offerings for PHY620 and 622 from alternative summers to every summer that class enrollment “makes” (exceeds ten students). We now intend to recruit up to fill this additional capacity. As part of this we will again wind up with significant numbers of non-degree program students.
Changing evaluations instruments: We are swapping FMCE for FCI for evaluating PHY620, given that we now explicitly discuss FCI in a PER for HS Teachers course called PHY500. We are also swapping BEMA for CSEM as we feel that BEMA may be more appropriate for our students.