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take on the challenge of engaging their students in authentic engineering
practices. The Berkeley Engineering Research Experiences
for Teachers (BERET) program provides pre- and in-service teachers
with summer research fellowships and guides them to develop and
teach lessons that connect engineering research to K-12 science and
mathematics curricula in the classroom. We present the experiences
of pre- and in-service physics teacher pairs in their respective research
laboratory placements.
PST2D05: 8:30-9:15 p.m. Lessons From an Integrated
Engineering & Physics Summer Course for K-12 Teachers
Poster – Dan L. MacIsaac, SUNY Buffalo State College, Physics 462
SCIE, 1300 Elmwood Ave., Buffalo, NY 14222; danmacisaac@mac.com
Kathleen A. Falconer, David S. Abbott, SUNY Buffalo State College
Physics
Bradley F. Gearhart, SUNY, Buffalo Learning and Instruction
Joseph Zawicki, SUNY Buffalo State College Earth Science and Science
Education
Since 2012 we have been developing and offering summer workshop
courses integrating physics and engineering content following
NGSS guidelines for K-12 teachers from a struggling LEA as part of
an NSF-funded Math Science Partnership called ISEP (Integrated
Science and Engineering Partnership). We describe the curriculum
evolution to date, demographics of enrolled teachers and teachers
aides, participant work samples and pre-post evaluation of participant
efficacy and content knowledge. Comparisons to other teacher and
education professional populations will also be presented, together
with interpretations and lessons learned.
PST2D06:
9:15-10 p.m. PET, PSET, and LPS Will Become NextGen-
PET
Poster – Fred M. Goldberg, San Diego State University, CRMSE, San
Diego, CA 92120; fgoldberg@mail.sdsu.edu
Steve Robinson, Tennessee Technological University
Ed Price California, State University at San Carlos
Danielle B. Harlow, University of California at Santa Barbara
Julie Andrew, University of Colorado at Boulder
Michael McKean, San Diego State University
For instructors who have taught using PET*, PSET* or LPS*, or for
those who have not, this poster provides information about a new
set of robust and flexible curriculum materials that build on the
previous curricula, and are more explicitly aligned with the science
and engineering practices and physical science core ideas of the Next
Generation Science Standards. The Next Generation PET curricula
consists of modules that focus on: (1) developing models for magnetism
and static electricity; (2) energy; (3) forces; (4) waves; (5) matter
and interactions; and (6) teaching and learning physical science. All
or a subset of these modules could serve the needs of instructors and
students in small-enrollment physics or physical science courses for
prospective elementary or middle school teachers, large-enrollment
general education courses, science methods courses, or workshops for
in-service teachers. An extensive set of online tutorial-style homework
assignments accompanies the printed materials.
*Physics and Everyday Thinking, Physical Science and Everyday Thinking, and
Learning Physical Science are all published by Its About Time, Mount Kisco, NY.
PST2D08: 9:15-10 p.m. Social Context in a Physics Class for Future
Elementary Teachers*
Poster – Claudia Fracchiolla, Kansas State University, 116 Cardwell
Hall, Manhattan, KS 66506; fracchiollac@ksu.edu
N. Sanjay Rebello, Kansas State Univrsity
We investigate how the pedagogy and tools utilized in a class affects
students’ attitudes towards science. There has been research on the
self-determination theory and its impact on learning. In a physics
class for future elementary teachers we have incorporated tools that
allow students to express themselves and engage with other students
in the class to make them feel more integrated into the classroom
community. Typically students in this class have been known to be
apprehensive about physics. We describe the extent to which the class
pedagogy and tools creates an environment where students feel more
comfortable expressing their ideas and transforms their negative attitudes
toward physics and science into a positive experience.
*Supported in part by NSF grant 1140855.
PST2D09:
8:30-9:15 p.m. Physics by Inquiry Programs for Grades
K-5 and 5-12 Teachers*
Poster – Robert J. Endorf, University of Cincinnati, Department of Physics,
Cincinnati, OH 45221; robert.endorf@uc.edu
Don Axe, Amy Girkin, Kathleen M. Koenig, Jeffrey Radloff, University of
Cincinnati
We describe and evaluate the effectiveness of the Physical Science
by Inquiry professional development programs that we have been
conducting at the University of Cincinnati for teachers in grades K-5
and grades 5-12 every year since 1996. Separate graduate courses in
Physics by Inquiry are offered each summer for teachers in grades 5-12
and for teachers in grades K-5 with follow-up academic-year seminars.
The courses use modules from Physics by Inquiry 1 developed by Lillian
McDermott and the Physics Education Group at the University of
Washington. Data will be presented from pretests and posttests taken
by the participants that illustrate large gains in the teachers’ science
content knowledge, science process skills, and confidence in being able
to prepare and teach inquiry-based science lessons.
* Supported by The Improving Teacher Quality Program administered by the
Ohio Board of Regents.
1. L.C. McDermott and the Physics Education Group at the University of Washington,
Physics by Inquiry, John Wiley & Sons (1996).
PST2D10:
9:15-10 p.m. Project-based Instruction and Foundations
in STEM
Poster – Joel C. Berlinghieri, The Citadel, Department of Physics, Grimsley
Hall, Charleston, SC 29409; berlinghieri@citadel.edu
Lisa A. Zuraw, The Citadel, Department of Chemestry
Chrysoula Malogianni, The Citadel, STEM Center
The Master of Education in Interdisciplinary STEM Education at
The Citadel is designed for current educators and others who seek
to advance their skills in the STEM disciplines. The online program
facilitates an appreciation of the interdisciplinary nature of STEM, a
deeper knowledge of STEM content, and the use of a project-based
approach for the teaching and learning of STEM content. Graduate
students entering the program are exposed to physics, chemistry,
biology, mathematics, and engineering/technology content through
project-based instruction. Since student applicants come with a variety
of science or engineering backgrounds two Foundation Courses are
designed to even out content knowledge and preparation for other
courses in the degree program. Presented here will be the projectbased
approach for covering content in physics, chemistry, and biology
in the Foundations in STEM I course along with the challenges of an
online course environment.
PST2D11: 8:30-9:15 p.m. The OK PhysTEC Collaborative*
Poster – Steven J. Maier, NWOSU, 709 Oklahoma Blvd., Alva, OK
73717-2799; sjmaier@nwosu.edu
Jenny Sattler, NWOSU
Kristen Baum, OSU
Karen Williams, ECU
Brian Campbell, SWOSU
The OK PhysTEC Collaborative is a statewide effort to recruit HS and
undergraduate students into HS physics certification programs among
Oklahoma institutions. Efforts to achieve the goals of the program
include a statewide marketing campaign, shared colloquia speakers,
travel to high schools, support for HS teachers/advisors and higher
education program collaborations. Currently, members of the collaborative
include NWOSU, ECU, OSU and SWOSU. Funding for the
WINTER MEETING
JANUARY 3-6
2015
SAN DIEGO, CA