A teaching-learning example (Two days)

• Students participate in an example of a physics class which uses interactive technology and teaching-learning methods based on contemporary physics education research. The class uses interactive video and the ClassTalk response system to determine the latent heat of fusion of the wicked Witch of the West in the Wizard of Oz Emphasis is placed on student interactions, concrete examples and student conceptions.
• We then discussed this approach to learning with an emphasis on how it is different from the students' experiences, what they found valuable in this approach, and what troubles them.
• From this discussion we generated a list of questions which are related to physics education. These questions will be addressed through out the semester.

Phase I : Science Teaching & Intellectual Development (Five Weeks)

• Students worked through the Workshop on Physics Teaching & the Development of Reasoning. This Workshop was originally developed for AAPT by Karplus, et al. In the 1970s. It has been modified by Fuller for the ADAPT Program. Fuller's version was modified for this class by Zollman.
• We looked at implementations of the Learning Cycle and other similar learning strategies. The class read and discussed papers on: Concepts of Physics class, Modeling Cycle, Workshop Physics, Studio Physics (CUPLE). We also looked at some software and discussed its use in this style of teaching-learning

Phase II: Conceptual Reasoning & How it is Measured (Two Weeks)

• We discussed conceptual learning. The students completed the Force Concept Inventory and then discussed the FCI related papers by Halloun & Hestenes.
• We read and discussed the exchange between Halloun - Hestenes and Heller - Huffman.
• A draft of Richard Hake's paper on teaching approaches and performance on the FCI concluded this phase of the class.

Phase III: Student Attitudes toward Physics (Three Weeks)

• We read and discussed They're not dumb, they're different by Tobias.
• Read and discuss Seymour's papers about why students drop out of science and engineering.
• A short discussion of Hudson's work on introductory courses and the math preparation of students.

Phase IV: Applying Research to Physics Teaching (Three Weeks)

• Zollman described the Contemporary Physics course for future teachers. The teaching-learning style of this course was discussed in light of the materials study so far. The Students were asked to review a textbook and determine its appropriateness for the Contemporary Physics course. (Based on the students' recommendations the book was not adopted.). Van Heuvelen's review of research-based instructional strategies was also discussed.
• Discussion of McDermott's Millikan Lecture (1990) Working in groups the students used her ideas to design and execute a lesson on the Atwood's Machine. After they had critiqued each others' approaches we read the paper on teaching strategies for the the Atwood's Machine by McDermott et al.
• We viewed discussed Eric Mazur's recent satellite video "conference" and paper on interactions in large classes.
• Critique of a software package which has been submitted for publication to Physics Academic Software.
• Discussion and critique of parts of the Quantum Tunneling unit which is under development by the KSU Physics Education Group in the context of the ideas discussed in the course.
• Return to the list of questions generated during the first week of classes and discuss which ones have been addressed (not necessarily answered) by the semester's work.
• Complete student feedback forms and have a short discussion of the value of such forms.