Reflections and Feedback on Learning
First Assignment Journal (Due Wednesday, September 2, 1998)
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| Instructor: Dean Zollman | Home Page |
| Office: CW 503 | Voice: 532-1619 |
| Office Hours: MW 10:30;Th 9:30 | Fax: 532-7167 |
| Research Group Home Page |
In this course we will study and discuss recent developments in
our understanding of how students learn physics. Emphasis will
be placed on models of learning and teaching techniques which
can be applied to the teaching of physics to university students.
During the first two weeks formal classes will be held August 26 and September 2. I will be attending a physics education conference. While I am gone, you are assigned to read the National Science Foundation report
Shaping the Future and view videotapes related to it. A class discussion will be held during the week of September 7. You should be prepared to discuss the following issues:
Copies of the report are available from Kim Coy in CW 403.
Before class on August 26 you should read, at least, the Executive Summary of Shaping the Future. During the August 26 class you will view videotapes related to Shaping the Future. The next class after this one will be held on Wednesday, September 2.
While I am traveling, I will check e-mail whenever possible. If you send a message related to the class, put PHYS 620 in the subject header. I will give those messages highest priority.
The class discussion will concentrate on a few of the topics which are part of the efforts of researchers in physics education. Five topics are listed below. I anticipate that we will have time for four of them.
1: Future Directions in Undergraduate Science Teaching and Learning
The National Science Foundation has recently released a report, Shaping the Future. This report provides an overview of the present status of undergraduate Science, Math, Engineering and Technology education and makes recommendations for the future.
2: Physics Teaching and the Development of Reasoning
The course will begin with a discussion of the models and strategies
which research suggests are most appropriate for conceptual
change among college students. This discussion will include several
related models and some discussion of the learning theories which
support them.
3: Conceptual learning and how it is measured
Many physics teachers will state that the major goal of their
efforts is to have students understand the basic concepts and
not just plug-and-chug with equations. In the topic area of dynamics
significant effort has been made to measure how well students
are learning the concepts. Our discussion will focus on the Force
Concept Inventory as a measuring tool, some of the data from it,
and the question of what it actually measures.
4: Student attitudes toward physics
The third topic will be the types of students who major in physics
and why many students who are capable of doing the work do not
choose to take advanced courses in physics. The discussion will
center on the work of Seymour and Hewitt.
5: Applying research to physics teaching
The class will investigate learning/teaching styles which attempt
to respond to situations discussed above. The treatment here will
include the application of research and the use of technology
in the teaching of abstract ideas. We will also look to the future
of science teaching and learning in colleges and universities.
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This course will operate in a discussion format. In some cases
the class will discuss topics as a whole; in others, we will break
into small groups to discuss topics and then each group will report
back to the rest of the class. For this format to work everyone
must come to class prepared. Assignments need to be completed
before class begins.
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Karplus, et al., Workshop on Physics Teaching and the Development of Reasoning,
NSF Advisory Panel: Shaping the Future: New Expectations
for Undergraduate Education in Science, Mathematics, Engineering
and Technology.
All readings will be distributed in
class. As papers are distributed, they will be listed here.
Independent reading will be an important part of this course. Each week you must submit a short review of material which falls into one of the following areas:
By the end of the semester you must have completed at least two
reviews from each of the four areas above.
These reviews will be due on Friday of each week of the semester except the first week. Short review is defined to be equivalent to one page which is single spaced with normal margins and 12 point or smaller font (~2,000 characters). Reviews should be submitted in electronic format. They may be sent as text in an e-mail message or as an attachment in any common word processor format.
In addition to paper and ink formats you will find a large number
of resources on the World Wide Web. To get you started here are
a few pages of interest:
PHYS 620 Reference List for Course
A reading list recommended by E. F. Redish for people interested in the application of models of learning to physics
The reading list for the seminar in physics education at the University of Maryland
Links to physics education papers which are available on the web
Alan Cairns' Science Education Web site. This site contains a large number of links to other sources on the Web
The KSU Physics Education Research home
page
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Reflections and Feedback on Learning
When learning any topic, a good policy is to reflect regularly
on what we have learned and to communicate any difficulties or
successes about the teaching/learning process. These reflections
help us put the new ideas in perspective, and the feedback helps
the instructor understand any changes which may be needed in the
process.
To accomplish this reflection and feedback you will complete a
"journal" which contains your thoughts about the course,
its content, and its teaching/learning procedures. The journal
will be submitted to me at the beginning of class every Tuesday
of the semester. Each week you should summarize the two or three most important points which we have
studied during the past week. This summary should be complete
enough so that you can look back at it (and my comments about
it) at the end of the semester and know how to adapt these ideas when you begin teaching.
In each week's journal briefly describe the previous week's activities. Then, comment on at least one of the following
For some weeks additional specific questions will be distributed.
You will answer these questions in your journal as well.
You may submit your journal entries in one of three ways:
All journal entries will be private communications between you
and me. I may mention some of the comments in class as part of
the learning process, but I will not attribute a comment to any
particular person. LATE JOURNALS WILL NOT BE ACCEPTED.
First Assignment Journal (Due Wednesday, September 2, 1998)
In the first journal entry you will address the questions below:
Daily assignments will be announced in class. In addition the class will have three major assignments and a final project.
Major Assignments.
Comparison of your education in science and math with NSF recommendations. (individual) Due September 18
Analysis of a teaching technique or tool in terms of development of reasoning. (collaborative) Due October 16
Conceptual learning at different levels. (collaborative) Due November 20
Final Project (Due December 16 at 7:00 p.m.)
Analysis of teaching materials (individual)
We are a small class so using network technology
seems unnecessary. However, several class participants are not on-campus every day. Further, we need to learn how to use the techniques
that are likely to be significant teaching tools of the future.
Thus, a threaded discussion will be established on the class home
page. We will establish discussions of specific topics and use
them outside of class. These discussions will also serve as the
class forum when the instructor is out-of town.
Computer and Web Access
Each student in the class will be given a computer
account on the Math-Physics Computer Laboratory system. These
computers are located in CW41 and will be available for your work
in this class. Some class meetings will occur in that room, and
some homework assignments will require the use of these computers. If you do not have Web access elsewhere, you may use these computers.
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Course grades will depend on all aspects of the class
with the distribution listed below:
| Projects during semester | 30% |
| Final project | 30% |
| Journal entries | 10% |
| Weekly reviews | 10% |
| Class participation | 20% |
You are encouraged to attend the Physics Education Seminars which
occur at a time to be announced. The seminar is somewhat informal.
A schedule will appear on the Web as it becomes available.
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If you have any condition such as a physical or learning disability,
which will make it difficult for you to carry out the work as
I have outlined it or which will require academic accommodations,
please notify me and contact the Disabled Students Office (Holton
201) during the first two weeks of the course.
Plagiarism and cheating are serious offenses and may be punished by failure on the exam, paper or project; failure in the course; and/or expulsion from the University. For more information refer to the "Academic Dishonesty" policy in Inside KSU.
If you have any condition, such as a physical or learning disability, which will make it difficult for you to carry out the work as outlined here or which will require academic accommodations, please notify me and contact the Disabled Students Office (Holton 202), in the first two weeks of the course.
Plagiarism and cheating are serious offenses and may be punished by failure on the exam, paper or project; failure in the course; and/or expulsion from the university. For more information refer to the "Academic Dishonesty" policy in the K-State Undergraduate Catalog.
NOTE: The Undergraduate Honor System Policy was passed by Faculty Senate on April 14, 1998. This policy is on the Provost's home page.
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