Adding value to physics labs to help build confident, knowledgeable teachers

Abstract: This pilot study is being conducted by an interdisciplinary team and is funded through the University of Wollongong Education Strategies Development Fund. The project focuses on the first-year physics laboratories of pre- service teachers enrolled in Bachelor of Science Education degrees. It aims to make the laboratory experience more aligned to the needs of future science and physics teachers, contributing to their confidence in using apparatus in the classroom and their effectiveness as communicators who can explain concepts fluently from a background of deep understanding. According to Mulhall (2006) and Johnston and Millar (2000), misconceptions are common even among successful physics students and explicit teaching strategies that address conceptual change are needed to correct misconceptions. However, our approach is also of value to general physics students. Our approach has three strands. The first involves identifying experiments in our labs that have content in common with compulsory practical investigations in the NSW year 11 / 12 physics syllabus. Experimental procedures and instructions for these labs are being modified to create explicit links between concepts, apparatus and procedures in the first-year labs and those in the school syllabus. Secondly, we are incorporating peer instruction using qualitative multiple-choice questions designed to probe conceptual understanding. These will be included in the laboratory manual, at strategic points in the experimental procedure. Students will discuss and agree on responses before proceeding with the experiment. This approach is based on the work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002) who reported that it developed confidence in communication and was effective in challenging misconceptions. Finally, in designing the laboratory manual we will employ principles of Cognitive Load Theory to decrease extraneous cognitive load and make learning more efficient ( Chandler & Sweller, 1991; Paas, Renkl & Sweller, 2004; Purnell, Solman & Sweller, 1991). Our project will run from February 2009 until January 2010. Syllabus mapping has been carried out to identify appropriate experiments for the study, and three have been selected. High school physics teachers have been interviewed to discuss corresponding practical investigations in the school syllabus and findings are being used to inform the modifications to the procedures and manual for our laboratories, which will run in Spring Session 2009. The impact of the modified experiments will be compared with that of the unmodified experiments, and with previous years’ results. This conference paper elaborates on the theoretical background of our strategies and reports on our progress

Adding value to physics labs to help build confident, knowledgeable teachers

This pilot study is being conducted by an interdisciplinary team and is funded through the University of Wollongong Education Strategies Development Fund. The project focuses on the first-year physics laboratories of preservice teachers enrolled in Bachelor of Science Education degrees. It aims to make the laboratory experience more aligned to the needs of future science and physics teachers, contributing to their confidence in using apparatus in the classroom and their effectiveness as communicators who can explain concepts fluently from a background of deep understanding. According to Mulhall (2006) and Johnston and Millar (2000), misconceptions are common even among successful physics students and explicit teaching strategies that address conceptual change are needed to correct misconceptions. However, our approach is also of value to general physics students. Our approach has three strands. The first involves identifying experiments in our labs that have content in common with compulsory practical investigations in the NSW year 11 / 12 physics syllabus. Experimental procedures and instructions for these labs are being modified to create explicit links between concepts, apparatus and procedures in the first-year labs and those in the school syllabus. Secondly, we are incorporating peer instruction using qualitative multiple-choice questions designed to probe conceptual understanding. These will be included in the laboratory manual, at strategic points in the experimental procedure. Students will discuss and agree on responses before proceeding with the experiment. This approach is based on the work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002) who reported that it developed confidence in communication and was effective in challenging misconceptions. Finally, in designing the laboratory manual we will employ principles of Cognitive Load Theory to decrease extraneous cognitive load and make learning more efficient ( Chandler & Sweller, 1991; Paas, Renkl & Sweller, 2004; Purnell, Solman & Sweller, 1991). Our project will run from February 2009 until January 2010. Syllabus mapping has been carried out to identify appropriate experiments for the study, and three have been selected. High school physics teachers have been interviewed to discuss corresponding practical investigations in the school syllabus and findings are being used to inform the modifications to the procedures and manual for our laboratories, which will run in Spring Session 2009. The impact of the modified experiments will be compared with that of the unmodified experiments, and with previous years’ results. This conference paper elaborates on the theoretical background of our strategies and reports on our progress

What scientific concepts are required to understand climate change?

A large body of international research shows that school students frequently hold misconceptions about the science of climate change. In order to investigate students’ understanding of this complex topic in more detail, a concept inventory (CI) is being developed for the key scientific concepts underlying climate change. This paper reports on the first stage of this process: determining which concepts should be included. A Delphi study was conducted to consult 18 academics, researchers and high-school teachers with expertise in the topic. A literature review was also carried out to determine which concepts were cited as important for understanding climate change. The final list of concepts to be covered by the CI is a synthesis of these

Adding Value to Physics Laboratories for Pre-service Teachers

This project focussed on first-year physics laboratories for pre-service teachers. It aimed to make laboratories more aligned to future teachers’ needs; contributing to their confidence with apparatus, conceptual understanding and effectiveness as communicators. However, our approach is also relevant to mainstream science laboratories. Firstly, we flagged links with practical investigations in the NSW year 11 / 12 physics syllabus in the lab manual. Secondly, we incorporated qualitative multiple-choice questions at strategic points based on the Peer Instruction work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002). Finally we employed principles of Cognitive Load Theory in the laboratory manual design to decrease extraneous cognitive load and make learning more efficient (Paas, Renkl, & Sweller, 2004; Purnell, Solman, & Sweller, 1991; Chandler & Sweller, 1991). Three experiments were modified. Evaluation involved observation, comparison of marks and a focus group. Peer Instruction succeeded in uncovering misconceptions and engaging participants in meaningful discussion but was too time consuming for the two-hour laboratories and increased participants’ cognitive load. Recommendations include using Peer Instruction at the start of laboratories, use of Cognitive Load Theory to inform laboratory manual design and further research with a larger participant group to validate findings

Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?

For the first time since 2000, the New South Wales High School Certificate (HSC) school-leavers\u27 Physics syllabus has been updated. Topics not taught in schools since 2000 have been reintroduced, the number of mandated equations has more than doubled, and students must now do 15 hours of individual or group investigations in both Years 11 and 12. The Vniversity of Wollongong (UOW) intends to support teachers in our local area by providing outreach and professional learning activities for teachers and students. To determine teachers\u27 priorities, we invited teachers to complete a short online survey. Respondents stated that they were very likely to access activities and resources, and that their top priorities were accredited professional learning workshops and support with depth studies

Development and validation of a concept inventory for introductory-level climate change science

This paper follows on from Jarrett, Takacs and Ferry (2011) which reported the first stage in development of a high school level concept inventory (CI) for the science of climate change: the climate change concept inventory (CCCI). In order to develop a reliable and valid instrument, it is necessary to follow appropriate procedures. This paper details the process of CI item development; reports statistical results of initial field trials and outlines how these will be used to further refine the CCCI. Item difficulty, discrimination, and point biserial coefficient were calculated for each item. Cronbach\u27s alpha and test-retest data were used to assess reliability. Results suggest that about half of the items were too difficult for high school students. However, item discrimination and test reliability values were close to acceptable values, which suggests that most students were not simply guessing answers. Although it was initially designed for use in high schools, a group of undergraduates trialled the CI. Statistical analyses of scores suggest that for this group, the items performed better, and well within acceptable values. Given these favourable results and the fact that introductory-level climate change is increasingly taught at universities, further trials with undergraduates are taking place. It is intended that the final CI will be made available as a formative assessment instrument. The current version is available from the authors on request

Secondary students\u27 ideas about scientific concepts underlying climate change

We present ideas about concepts underlying climate change, held by students in years 9 and 10. Misconceptions about climate change are common among students, and may be due to misconceptions about underlying concepts. To investigate this, we developed the Climate Change Concept Inventory (CCCI), and trialed it with 229 students; corroborating findings through focus group interviews. Our interview method and data analysis methods are described. Findings included overestimation of human contributions to atmospheric carbon inputs, ultra violet radiation in sunlight, and greenhouse gases in the atmosphere. Students were unaware that CO2 dissolves in water, and of the role of oceans in the carbon cycle. Greenhouse gases other than CO2 were rarely known. Earth\u27s energy balance and black body radiation were not well understood. There were misconceptions about interactions between electromagnetic radiation and atmospheric gases; and limited understanding of carbon chemistry. The CCCI is available from the corresponding author