Physics First Research and Experiences


MTPhTeam18.pdf         Modeling Grade 9 Physics and Competition Results 
                     (T. Burgess Ph.D....Retired, Mobile, AL)

ACTAnal0016.pdf___ ACT Performance Prior, During and After Physics First
                     (T. Burgess Ph.D....Retired, Mobile, AL)
ALAAPT14.pdf               Presentation  on AP, ACT & External Assessments
                    (T. Burgess, Ph.D.....Presented at Alabama AAPT Section Meeting 2014)

JPIIHS2013.pdf              Modeling Science Improves College Readiness 
                    (Dye, Cheatham, Rowell, Barlow, Carlton, EJournal of Science Education)
APNC13Anal.pdf            Impact of Physics 1st on AP Sciences
                     (T. Burgess Ph.D....Data Presented at AP Conference, Las Vegas 2013)
MTAPEn13.pdf              Higher AP Enrollment & Performance

                    (T. Burgess, K. Goff, R. Hyre....McGill-Toolen, Mobile AL)
RHSRes12.pdf              Modeling Instruction with Success in Grade 9
                    (Liang, Fulmer, Majerich, Clevenstine, Howanski...in J Sci. Ed & Technology)
ReasMath12.pdf           Higher Math & Reasoning Scores
                    (Schuchardt, Malone....Published at NARST Conference)
MTACT12.pdf               ACT Scores as Physics First Implemented
                    (Tim Burgess, Kerry Goff, Rebecca Hyre....McGill-Toolen, Mobile AL)
TSUPhy9Mod12.pdf    Modeling Physics Scores Higher in Grade 9
                    (Tiffany Wright....Dissertation at Tenn State University)
MTAPBio11.pdf            Impact on AP Biology Scores

                    (T. Burgess & K. Goff, McGill-Toolen of Mobile, AL)
MTChem10.pdf            Impact on Chemistry Assessments

                    (T Burgess, R. Hyre, K Goff, McGill-Toolen of Mobile, AL)
LHSRes10.pdf              Freshman Physics Higher CAT & FCI

                    (Craig Bouma, Loyola HS of Los Angeles. Active Physics)
MTRes09.pdf               Freshman learn more Physics

                    (Tim Burgess. Modeling Instruction)
LHReport08.pdf          Improved New York Regents Scores

                    (Larry Hiller, New York. Modeling Instruction)
LHSRes08.pdf             Improved California Physics Assessments

                    (Craig Bouma, Loyola HS of Los Angeles. Active Physics)
GoodDiss06.pdf           Impact on AP Science (Brief Summary)
                    (J. Goodman, Dissertation defended and accepted Rutgers Univ)
Briarwood08.pdf        Increased interest & performance in science
 
                   (Barry Walker, Briarwood Christian School)
NSTAPres08.pdf         Data from National Science Teacher Assoc.

                    (Several schools near Boston MA. Hewitt or Active Physics)
RHSRes07.pdf            Increases in AP Science Enrollment
 
                   (Ridley HS near Philadelphia. Modeling Instruction)
PFSMReas07.pdf        Improved Science & Math Reasoning

                    (Anita Schuchardt, Kathy Malone, et al. Modeling Instruction)
PFAP2007.pdf            Improved AP Science performance
                    (Tim Burgess. Modeling Instruction)
PFMaine06.pdf          Freshman in Maine learn more Physics

                    (M. O’Brien & J. Thompson, TPT. Modeling Instruction)
MountzD06.pdf         Increased enrollment in advanced sciences
                    (D. Mountz, Dissertation for Immaculata University)
PFPSMath06.pdf       Math Score Improvement (public school)
                    (JoAnne Deakin, Arizona. Modeling Instruction)
PFSATMath05.pdf     Math Score Improvement (private school)

                    (Howard Glasser, Germantown Friends School. Hewitt text)
Physics1stKS03.pdf    Physics Freshman Exceed Seniors

                    (Earl Legleiter, Kansas. Modeling Instruction)
UrbanPhRes01.pdf    Modeling Science Narrows Achievement Gap
                    (Melendez & Worth...Phoenix, AZ)

Research on educational change always have important caveats:   
       Numerous measures effectiveness may not capture the particular strength of a program.  Science tests may fail to detect deeper comprehension.  Tests can fail to recognize skills acquired during genuine science research (one example).
     Outstanding faculty will help students succeed even if the academic program is weak or incoherent.   Providing a logical, coherent and strong academic sequence may help maximize student achievement and deepen comprehension of science. Nothing can replace high quality & dedicated staff.  
        A school may also have aims other than instructional effectiveness.  Schools may, for example, seek to acclimate students to the college experience rather than maximize learning.  A school may focus on developing skills other than the intellectual skills associated with formal academic disciplines.
       The ability, work habits, interests and background of students may have an significant impact the gains associated with any program.  

     Below are some experiences and commentary by Nobel Prize Winners,  leaders and science educators who have experience in the change to "Physics First" sequence starting in high school:

EXPERIENCE
 ClaytonHS1_03.pdf    Commentary by Rex Rice (Department Chair)
 Clayton HS2_03.pdf   Biology teachers on impact
 Clayton HS3_03.pdf   Chemistry teachers on impact
 Clayton HS99.pdf        Physics teacher on impact 
 PFPostTB08.pdf          Change and challenge
 FPComp05.pdf             Teachers comments on new sequence 
  
COMMENTARYANALYSIS, STRATEGIES
PF02088.pdf               Recommendations from ARISE Conference 2002
PFRightUp05.pdf      TPT editorial by Ewald, Hickman & Myers
PTEC-07.pdf               PTEC Presentation by Paul Hickman
AAPTFlyer06.pdf     American Assn. of Physics Teachers Brochure
PFHakeJP06.pdf      Science educator scholarly analysis
NobelPWLL01.pdf   Comments by Nobel Prize Winner
PFRice90.pdf            Comments by leader before change
JChEdPF02.pdf        Journal of Chem. Education article
BSCSCap04.pdf        Biological Sciences Study Committee

Video explaining Physics First 
     Contributions from University of Chicago, MIT, Harvard and three different Physics First Schools.

=======================================
The impact of Physics First
can be seen in the graph below that depicts the 
average ACT Science Section Score  
at an urban private high school  of 900-1170 students


The success we had with "Physics First"
was largely due to the training our teachers obtained in
"Modeling scientific reasoning as a way of teaching science."


Disclosure:   I have presented numerous workshops over 2 decades using "Modeling Instruction" to teach  high school physics.  I am lifetime member of the American Modeling Teacher Association.  

Training in the modeling physics revolutionized my classroom in the last 25 years of my teaching.  "Modeling" awakened me to the need for students to have an opportunity to think like scientists while learning science.  Learning in my class was never the same after I started modeling how to think like a scientist for the students rather than having those students merely learn about science.



  

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