Scholarship & Research
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Item Self-pacing physical science : a student centered science program(Montana State University - Bozeman, 1974) Warden, Steven Wallace; Chairperson, Graduate Committee: Joel J. LaPrayItem A statistical study of the relationship of taking PSSC physics, conventional physics, or no physics in high school, to the grades of students taking physics 227 at Montana State University(Montana State University - Bozeman, 1969) Laubach, Douglas ClaudeItem Implementation of inquiry-based tutorials in an introductory physics course : the role of the graduate teaching assistant(Montana State University - Bozeman, College of Education, Health & Human Development, 1994) Thoresen, Carol WigginsItem The preparation and attitudes of calculus-based Physics 227 and algebra-based Physics 103 students(Montana State University - Bozeman, College of Education, Health & Human Development, 1986) Stelzl, Jacqueline AleanItem An investigation of Montana's public high school physics program during the 1972-73 school year(Montana State University - Bozeman, College of Education, Health & Human Development, 1973) Dickison, Alexander KaneItem Science teachers' perspectives on their experiences in a graduate program in physics education and effects on their practice(Montana State University - Bozeman, College of Education, Health & Human Development, 2011) Ketola, Randall Gordon; Chairperson, Graduate Committee: Elisabeth SwansonPhysics education research is showing that programs for physics educators should look different than traditional physics programs designed for other majors, but how? In the literature review preceding this sequential, mixed methods study, three exemplary, research based physics programs for practicing teachers are examined with respect to physics education research, especially the five principles for effective physics teaching set forth by senior physicist and physics education researcher E. F. Redish. This study provides an in depth examination of a well-established physics graduate program for practicing teachers at a small, midwestern university that is also measured against these same five principles: Constructivist, Context, Conceptual Change, Individuality, and Social Learning. In this setting, information was gathered in the form of a teacher survey, as well as through case studies of selected participants. The results of this study affirm that graduate programs designed specifically for the development of physics teachers are, in fact, different. The data also indicates the value placed on, as well as the frequency with which the participants utilize these teaching approaches in their classrooms. Results showed that participants felt the program placed a higher emphasis on using multiple representations to convey information to students, as well as on teaching translational skills with respect to these representations. Smaller class sizes, more staff attention, and total immersion were cited as essential. Financial concerns with respect to some of the activities did occasionally arise. An area of concern was the lack of adherence to the Individuality principle, which states students have unique backgrounds and abilities that should be considered when designing a lesson. Assessing student prior knowledge when designing and implementing lesson plans also was not indicated as a frequent practice in the program, or in the teachers' own classrooms according to participant data. In summary, according to participants' reports, the graduate program investigated modeled four of the five the principles proposed by Redish to a great degree, the exception being the Individuality principle. Based on the data contained in the survey, interviews, and portfolio submissions, recommendations for designers of future graduate programs for physics teachers were also made.