Development and evaluation of large-enrollment, active-learning physical science curriculum

Goldberg, Fred; Price, Edward; Harlow, Danielle B.; Robinson, Steve; Kruse, Rebecca A.; McKean, Michael; Singh, Chandralekha; Sabella, Mel; Rebello, Sanjay

doi:10.1063/1.3515185

Cited by 9 publications

(13 citation statements)

References 4 publications

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“…The ten cluster leaders had a range of experience with the curricula on which Next Gen PET is based (Goldberg et al, 2012 ; Goldberg, Robinson, Kruse, Thompson, & Otero, 2007 ; Goldberg, Robinson, & Otero, 2008 ), but little-to-no experience with Next Gen PET itself. However, the cluster leaders joined the FOLC and began teaching with Next Gen PET at least one semester before the other FOLC members.…”

Section: Methodsmentioning

confidence: 99%

“…In this research article, we investigate the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. The context for this study is a FOLC for adopters of a specific curriculum, Next Generation Physical Science and Everyday Thinking (Next Gen PET) (Goldberg et al, 2020 ; Goldberg et al, 2018 ). First, we provide background on the propagation paradigm, a change strategy employed in developing the FOLC to support Next Gen PET adopters.…”

Section: Introductionmentioning

confidence: 99%

“…The innovation that provides the context for the FOLC analyzed in this paper is the Next Gen PET curriculum (Goldberg et al, 2018 ). Next Gen PET is a guided-inquiry, physical science curriculum intended for prospective elementary teachers.…”

Section: Introductionmentioning

confidence: 99%

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Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

et al. 2021

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Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investigates the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. A FOLC uses video conference technology and online platforms to connect geographically dispersed faculty with similar backgrounds (e.g., physics faculty) and supports their teaching development. In the context of a specific FOLC, this article seeks to determine the outcomes the FOLC achieves, and how. Results Analysis of a FOLC meeting identified opportunities for rich, complex social interaction centered on the research-based curriculum. By functioning as a sounding board for ideas, a space to share experiences, a source of affective support, and a venue for troubleshooting, the FOLC mediates the achievement of a range of outcomes related to implementation of the curriculum. Survey results indicate that members feel a sense of community in the FOLC and that it provides encouragement through teaching challenges. Further results indicate participants’ increased confidence in using the curriculum; familiarity with the curriculum structure and content; increased knowledge of pedagogical techniques; reflection on teaching practices in the curriculum; and use of pedagogical techniques aligned with the curriculum’s core principles. Emerging evidence supports more distal outcomes, including student learning, persistence in using the curriculum, reflection in teaching practice across courses taught, and use of research-based pedagogy in other courses. Conclusions The propagation paradigm emphasizes the need for ongoing support for adopters of RBISs. The FOLC model provides participating faculty with ongoing support through participation in a community and is an effective support mechanism for adopters of a research-based curriculum. In this study, FOLC members are increasing their knowledge and use of pedagogical techniques in the curriculum-specific course and beyond. This is facilitated by the opportunities in the FOLC for troubleshooting, idea sharing, and receiving encouragement through challenges. This model has the potential to support adopters of additional educational innovations.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

et al. 2021

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“…The average class enrollment was 68 students in LEPS classes (range of 14-185) and 29 students in PSET classes (range of [16][17][18][19][20][21][22][23][24][25][26][27][28][29][30][31][32][33][34][35]. Those students who completed both the pre-and postassessments, and also consented to have their assessment data used for project evaluation purposes, averaged 52% of the enrollment in LEPS classes (range of 36%-89%), and 56% of the enrollment in PSET classes (range of 34%-94%).…”

Section: Course Evaluationmentioning

confidence: 99%

“…We call the new course Learning Physical Science (LEPS) [16]. Like PSET, LEPS is a one-semester guided-inquiry course designed to enable students to develop a deep understanding of the conceptual themes of energy, forces, and the atomic-molecular theory of matter.…”

Section: Introductionmentioning

confidence: 99%

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

Goldberg

Price

Robinson

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

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We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) curriculum was designed around specific principles based on research on learning to meet the needs of nonscience students, especially prospective and practicing elementary and middle school teachers. We describe the structure of the two curricula and the adaptation process, including a detailed comparison of similar activities from the two curricula and a case study of a LEPS classroom implementation. In LEPS, short instructor-guided lessons replace lengthier small group activities, and movies, rather than hands-on investigations, provide the evidence used to support and test ideas. LEPS promotes student peer interaction as an important part of sense making via ''clicker'' questions, rather than small group and whole class discussions typical of PSET. Examples of student dialog indicate that this format is capable of generating substantive student discussion and successfully enacting the design principles. Field-test data show similar student content learning gains with the two curricula. Nevertheless, because of classroom constraints, some important practices of science that were an integral part of PSET were not included in LEPS.

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Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

Robertson

Daane

2017

Phys. Rev. Phys. Educ. Res.

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Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

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Development and evaluation of large-enrollment, active-learning physical science curriculum

Cited by 9 publications

References 4 publications

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

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