A Road Less Traveled: Industrial Ph.D. Physicist to High School Physics Teacher

1. A Road Less Traveled:Industrial Ph.D. Physicist toHigh School Physics Teacher Role of Colleges and Universities in Preparing Future Physics Teachers Cornell University June 19, 2006 Christopher Olszewski Buffalo State College 1300 Elmwood Ave., Buffalo, NY 14222 cjo496@yahoo.com

2. Personal Background 1988: Brookdale Comm. College (Intro Calc) 1999: Project Astro Nova (3rd Grade Astronomy) 1977: B.Sc. McGill Univ. 1980 1990 2000 2010 1984: Ph.D. Univ. of IL. (U-C) (Exp. Part. Physics) AT&T Bell Labs 1995: AT&T Labs 2000: Tellium 2003: Tellium died 2004: Buffalo State College (Alt. Cert. Prog.)

3. SUNY - Buffalo State College’sAlternate Certification Program Buffalo State College’s (BSC’s) program includes: • Summer academy of showcase courses (mechanics, E&M, new physics teacher workshop) • Extensive student-mode experiences • Significant Pedagogical Content Knowledge (PCK) • Guided reflections • Student-centric reformed teaching (consistent with Reformed Teacher Observation Protocol (RTOP) • Encouragement of student discourse and whiteboards • Physics Education Research (PER) seminar course • Education courses (state mandated) • Field work

4. Results of BSC’sAlternative Certification Program • Significant changes to my concepts of good physics learning and teaching • Previously: largely teach as taught • Now: much more student-centric • New concepts documented in • Class assignments • Spontaneous class notes • Guided reflections • Learning commentaries (thinking changes in one physics idea – before & after) • Compared old and new concepts of good teaching later

5. Examples of Significant Changes toPersonal Beliefs of Good Physics Teaching Kinesthetic learning experiences (and other sensory experiences) give students a good basis for new knowledge in an entirely different way (Arons, 1997) Having students explain their reasoning is valuable to them and their classmates Most laboratory exercises should be open-ended unstructured activities, with broad clear goals calling on student creativity and thoughtfulness

6. Examples of Significant Changes to Personal Beliefs of Good Physics Teaching (Cont’d) Science is done frequently in groups. Therefore, many activities should be done in groups, as a demonstration of “real science” Students should encounter frustration regularly as they learn: Intellectual dissonance / discomfort are essential

7. Varying Levels of Effectsof Program Elements • Assessed influence of various program elements on changes in my beliefs about good teaching • Used class notes and assignments • Four approximate categories of effects: • Triggering element of changed belief T • Essential component of changed belief E • Very strong support of changed belief V • Strong support of changed belief S

8. Effects of Program Elements onChanges in Beliefs of Good Teaching

9. Analysis • Student mode activities “triggered” many changes • Similar to teaching as taught • No appreciation of benefits without personal experience • Reflection maintained and motivated changes • Comparison between before & after • Assessing effectiveness of approach (constant process) • PCK an essential element in many changes • PCK transfer is important goal of program • Research based • RTOP, student discourse and whiteboards essential elements, very strong supporters, and trigger of many changes

10. Conclusions From my experience and background, I believe an effective program for physics teachers would include: • Extensive student-mode activities • Reflection on learning • Promulgation of physics PCK • Promotion of student discourse • Encouragement of students to be active learners • Programs should also follow PER, and add to it Warning: Use caution when extrapolating from single event