The PET suite: Physical Science Curricula that Prepare Elementary Teacher Candidates for the NGSS

1. The PET suite: Physical Science Curricula that Prepare Elementary Teacher Candidates for the NGSS Fred Goldberg San Diego State University CSUDH STEM in Education Conference June 7, 2014 Supported by the National Science Foundation, San Diego State University, the California State University, the S. D. Bechtel, Jr. Foundation and Chevron Foundation

2. The Physics and Everyday Thinking Suite of Curricula • A main goal is for students to see that the core ideas of physical science emerge from engagement in the practices

3. The PET Suite of Curricula • Engineering Practices are integrated throughout all the modules • Each module available in three implementation versions: small class, large class and online

4. Curricula designed around Learning Principles* • Learning builds on prior knowledge • Learning is a complex process requiring scaffolding • Learning is facilitated through interaction with tools • Learning is facilitated through interaction with others • Learning is facilitated through the establishment of specific behavioral practices and expectations (norms) *Goldberg, F., Robinson, S. and Otero, V. Design principles for effective physics instruction: A case from physics and everyday thinking. Am. J. Phys. 78 (12), Dec 2010.

5. Example from WavesModule: Light and Color

6. Initial Ideas – small class

7. Initial Ideas -- Prediction Most students said they would seen brown, drawing on their experience mixing red and green paints.

8. Initial Ideas -- Observation

9. Students made further observations Mixing of Color Lights • Red + Green = Yellow • Red + Blue = Magenta • Green + Blue = Cyan • Red + Green + Blue = White

10. The Color Spectrum Look through spectral glasses at light source

11. Simplifying the Color Spectrum

12. Look through the red gel • What color does the square appear to be? • Why does this happen? What does the gel do to the light? U7L02

13. What does a redgel do to the light?

14. CQ 2-3: With Whom do you agree? Kristen Victor Daryl

15. Looking at spectrum while holding color gel in front of eye • Based on your observations, does a gel seem to add its color to the light, take away some colors from the spectrum, or both add and take away? Best to hold gel so you can see full spectrum above, and the spectrum through the gel below.

16. Observations and Discussion in Small Class

17. Observations and Discussion in Large Class

18. Example from Developing Models of Magnetism and Static Electricity Module • Students perform experiments to collect evidence about behavior of magnetized objects • Students propose initial models that are shared with class • Students make and test predictions, and revise their models according to evidence • Class consensus on final model of magnetism Example from large class implementation

19. Initial Experiments: How do magnetized objects behave?

20. Students then proposed initial models to account for two-endedness of magnetized nails. S-Pole N-Pole

21. Predictions & Observations Students then observe that when a magnetized nail is cut in half, each half is magnetized with its own N and S Poles. Students next observe that when a magnetized nail is cut in 1/3 – 2/3 pieces, each piece is still magnetized with its own N and S Poles. Students need to modify their initial models to account for this new evidence. Groups revised e-mail models to instructor.

22. Do you like your model or is there a model you want to appropriate?

23. Students share revised models

24. Students Consider the Collective Effect of Several Magnets • Background: Students have observed that either the N or S Pole of a magnet can pick up paper clips • What happens if you have a bunch of magnets?

25. Effect of 10 magnets with Poles aligned

27. Group discusses predictions

28. Class votes on Clicker Question Fewer # paper clips Same # paper clips

29. Class discusses predictions

30. Reasons behind predictions • Chose A: Same number • Class observed that either Pole of a magnet picked up paper clips, so it shouldn’t matter which Poles were facing paper clips, the 10 would still pick up the same number. • Chose C: Fewer # paper clips • Paper clips became magnetized when the bar magnets touched them; they are now like little magnets, with North and South Poles. • Students know that like Poles repel and opposite Poles attract • So the half of the magnets that are turned around would repel paper clips and the other half would attract, causing many fewer to be picked up

31. Show video of what happens

32. Class interprets results

33. Reasons after observation • One way of thinking: the oppositely pointed Poles of the magnets cancel each others’ effects, so it’s like having no magnets picking up paper clips. • Another way of thinking: the paper clips became magnetized during the first demonstration, thus there were equal amounts of attractions and repulsions of the paper clips, causing no net effect. • Additional observations and discussion followed to help class come to a consensus on how to think about this situation

34. Class Consensus: Alignment Model Unmagnetized Nail After rubbing with N-Pole of magnet from the head to the tip of the nail … Magnetized Nail

35. Impact • In both small and large class versions of curriculum • Significant gains in conceptual understanding • Significant positive shifts in attitudes and beliefs about science and science learning

36. For More Information About the PET Suite of Curricula • Contact fgoldberg@mail.sdsu.edu