final-program-12-23-14-3

Sunday afternoon
undergraduates to identify, analyze, and practice teaching that aligns
with scientific practices and disciplinary core ideas of the NGSS. I
will describe the learning trajectory of these activities and provide
examples from specific tasks.
CH03: 5-5:30 p.m. Fun, Research-based Pedagogy with
Phenomenon-based Learning
Invited – Matthew Bobrowsky, Delaware State University, 1200 N. Du-
Pont Highway, Dover, DE 19901; expert_education@rocketmail.com
“Phenomenon-Based Learning” (PBL) builds knowledge of and
interest in physical science as a result of observations of real-world
phenomena, in this case, some fun gizmos and gadgets. Why PBL
PISA assessments showed that Finnish students were among the top
in science proficiency levels, and Finland is now seen as a major international
leader in education. The PBL teaching philosophy combines
elements of what’s done in Finland with what’s known about effective
science teaching based on science education research to present science
in ways that are both fun and educational. The approach includes
elements of progressive inquiry, project-based learning, collaborative
learning, responsive teaching, and hands-on experiments. The idea is
to teach broader concepts and useful thinking and performance skills
(as with NGSS) rather than asking students to simply memorize facts
and formulas. Attendees will get to enter a raffle for free PBL books
and gizmos & gadgets!
CH04: 5:30-5:40 p.m. Developing STELLA Format Lesson Plans
on Force and Interaction
Contributed – Jeff Howarth, Serrano Middle School, 4725 San Jose St.,
Montclair, CA 91763; Jeff.Howarth@omsd.net
James Yeh, Serrano Middle School, Montclair, CA
Sara Yeh, Wiltsey Middle School, Ontario, CA
Homeyra Sadaghiani, Cal Poly Pomona
The Noyce Master Teacher program at Cal Poly Pomona is a five-year
video-based analysis of professional development program focused
on improving Master Teacher science and mathematics pedagogical
content knowledge and leadership skills. This program utilizes the
Science Teachers Learning from Lesson Analysis (STeLLA), to guide
analysis of science teaching through two lenses: Student Thinking,
and Content Storyline. The program features lesson plan development
using strategies to reveal, support, and challenge student thinking as
well as strategies to create a coherent science storyline. The objective
is to help deepen understanding of core science concepts, examine
how students make sense of those concepts and commonly misunderstand
them, analyze and improve teaching and learning, and
experience with coaching teachers. As teacher participants, we will
share our experience on the process of developing lessons on “Force
and Interaction,” the implementation, and assessment of those lessons
in our eighth-grade classes.
CH05: 5:40-5:50 p.m. Inquiry-Science Institute for the K-8
Classroom
Contributed – Thao Nguyen, Randolph College, 2500 Rivermont Ave.,
Lynchburg, VA 24503; psheldon@randolphcollege.edu
Hart Gillespie, Shaun Chopp, Peter Sheldon, Peggy Schimmoeller,
Randolph College
We continue a study on the influence of hands-on and inquiry
instruction (as opposed to traditional lecture and direct instruction)
on student achievement and teacher/student attitudes toward science,
with the goal of increasing interest in studying science, increasing
confidence in communicating science ideas, and increasing student
achievement in science and mathematics. We continue creating
resources including lesson plans, associated content, and video
for hands-on and inquiry-based lessons in the K-8 classroom, and
post resources at the project website, tnst.randolphcollege.edu. We
held our annual Science Institute for 65 local teachers in June. This
professional development opportunity is designed to help teachers
implement problem based lessons in the science and mathematics
classroom. Data collection includes surveys, student performance
measures (SOL end-of-course test scores, science and math grades),
and classroom observations. The results of our research show that
teachers use more technology after attending the Institute and implement
more hands-on activities.
CH06:
5:50–6 p.m. Playing the Game of Science
Contributed – Michael J. Ponnambalam, Sundaranar University 7 - 40
Sannathi St.,, Vadakkankulam Tamil Nadu, TN 627116;
michael.ponnambalam@gmail.com
Most of the students at the pre-high school level are too young for
serious thinking. They would rather play a game. Turning the ‘Teaching
of Science’ into ‘Playing an Interesting Game’ grabs and maintains
their attention. And the students end up learning science! The author’s
experience in this connection in Jamaica and Grenada in West Indies
will be presented in this talk.
Session TOP01: Physics and
Society Topical Discussion
Location: Nautilus 3
Sponsor: Committee on Science Education for the Public
Date: Sunday, January 4
Time: 6–7:30 p.m.
52
Presider: David Sturm
Session TOP02: iOS and Android
App Show
Location: Executive 2A/2B
Sponsor: Committee on Educational Technologies
Date: Sunday, January 4
Time: 6–7:30 p.m.
Presider: Lee Trampleasure
Each presenter will have 5 minutes to present their favorite app. Please
sign up with the app you will present in order to guarantee a time slot
and ensure we have the proper “dongle” to connect your device to the
projector: http://ncnaapt.org/appshow.
Session TOP05: Topical Discussion:
The Joint Task Force on
Undergraduate Physics Programs
Location: Executive 3A/3B
Sponsor: AAPT
Date: Sunday, January 4
Time: 6–7:30 p.m.
Presider: Robert Hilborn
AAPT and APS have established the Joint Task Force on Undergraduate
Physics Programs (J-TUPP) charged with preparing
a report that answers the question: What skills and knowledge
should the next generation of undergraduate physics degree holders
possess to be well prepared for a diverse set of careers In this
topical discussion session, representatives from J-TUPP will give
a brief overview of what J-TUPP will do and then open the floor
to discussions about questions and issues J-TUPP should address
and the kinds of guidelines and recommendations that will be
most useful to physics educators as they shape undergraduate
physics programs for the decades to come.