ABSTRACT This empirical census study was a quasi-experimental analysis of certification level (pr... more ABSTRACT This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011–12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out-of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed.
For more than a century, laboratory work has been com-monplace in US high schools and colleges. T... more For more than a century, laboratory work has been com-monplace in US high schools and colleges. Today, it is so ubiquitous that its pedagogical value is rarely questioned (1, 2). In the early to mid-19th century, however, individual labo-ratory work was rare, while lecture ...
The issue of the grade placement of the sciences in high school is a much-discussed topic and ``P... more The issue of the grade placement of the sciences in high school is a much-discussed topic and ``Physics First'' strands have become regular features at physics teacher conferences. The American Association of Physics Teachers has issued a position statement and published an informational guide concerning the movement.2 There is a ``Physics First'' website, a list-serv that provides a forum for
Despite considerable focus on evolution knowledge–belief relationships, little research has targe... more Despite considerable focus on evolution knowledge–belief relationships, little research has targeted populations with strong content backgrounds, such as undergraduate degrees in biology. This study (1) measured precertified biology and non-biology teachers' (n = 167) knowledge of evolution and the nature of science; (2) quantified teacher preferences for the teaching of creationism in schools; (3) examined the associations among knowledge and belief variables; and (4) contrasted the knowledge and beliefs of prospective biology teachers with those of non-biology teachers. Methodologically, teacher knowledge was quantified by using three measures and studied in relation to certification area, self-reported religiosity, personal conflict concerning science and religion, and completion of an evolution course. We found (1) generally low levels of knowledge of evolution and the nature of science—and high misconception magnitudes—in both biology and non-biology teachers; (2) comparab...
Field trips are opportunities to experience science in settings beyond the classroom. Much educat... more Field trips are opportunities to experience science in settings beyond the classroom. Much educational research has focused on effective ways of designing and planning field trips for optimal impact on the classroom and science curriculum. However, teachers are sometimes at a loss on ...
The historical development of high school physics education is analyzed beginning with the report... more The historical development of high school physics education is analyzed beginning with the report of the Committee of Ten. The impact of this report on science sequencing, enrollment, curricular time, teaching methodology and status as an academic subject are discussed.
The present standard high school physics course and the preparation of teachers to teach this cou... more The present standard high school physics course and the preparation of teachers to teach this course developed from the work of notable physicists and educators such as Edwin Hall, Charles Riborg Mann, Robert Millikan, and John Woodhull. During a period of extraordinary growth of high schools in the United States, these physicists and educators had experiences in education that positioned them to be champions of physics education reform. This chapter examines the development of physics teacher education from the post-revolutionary period through World War II, highlighting the importance that laboratory work played in shaping the course and in preparing physics teachers.
ABSTRACT Edwin Herbert Hall (1855-1938), discoverer of the Hall effect, was one of the first winn... more ABSTRACT Edwin Herbert Hall (1855-1938), discoverer of the Hall effect, was one of the first winners of the AAPT Oersted Medal for his contributions to the teaching of physics. While Hall's role in establishing laboratory work in high schools is widely acknowledged, his position as chair of the physics section of the Committee on College Entrance Requirements was contentious and his involvement in launching College Board Physics, what we call the ``other Hall effect,'' has largely been overlooked.1 This article details Hall's role in the development of College Board Physics.
ABSTRACT This empirical census study was a quasi-experimental analysis of certification level (pr... more ABSTRACT This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011–12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out-of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed.
For more than a century, laboratory work has been com-monplace in US high schools and colleges. T... more For more than a century, laboratory work has been com-monplace in US high schools and colleges. Today, it is so ubiquitous that its pedagogical value is rarely questioned (1, 2). In the early to mid-19th century, however, individual labo-ratory work was rare, while lecture ...
The issue of the grade placement of the sciences in high school is a much-discussed topic and ``P... more The issue of the grade placement of the sciences in high school is a much-discussed topic and ``Physics First'' strands have become regular features at physics teacher conferences. The American Association of Physics Teachers has issued a position statement and published an informational guide concerning the movement.2 There is a ``Physics First'' website, a list-serv that provides a forum for
Despite considerable focus on evolution knowledge–belief relationships, little research has targe... more Despite considerable focus on evolution knowledge–belief relationships, little research has targeted populations with strong content backgrounds, such as undergraduate degrees in biology. This study (1) measured precertified biology and non-biology teachers' (n = 167) knowledge of evolution and the nature of science; (2) quantified teacher preferences for the teaching of creationism in schools; (3) examined the associations among knowledge and belief variables; and (4) contrasted the knowledge and beliefs of prospective biology teachers with those of non-biology teachers. Methodologically, teacher knowledge was quantified by using three measures and studied in relation to certification area, self-reported religiosity, personal conflict concerning science and religion, and completion of an evolution course. We found (1) generally low levels of knowledge of evolution and the nature of science—and high misconception magnitudes—in both biology and non-biology teachers; (2) comparab...
Field trips are opportunities to experience science in settings beyond the classroom. Much educat... more Field trips are opportunities to experience science in settings beyond the classroom. Much educational research has focused on effective ways of designing and planning field trips for optimal impact on the classroom and science curriculum. However, teachers are sometimes at a loss on ...
The historical development of high school physics education is analyzed beginning with the report... more The historical development of high school physics education is analyzed beginning with the report of the Committee of Ten. The impact of this report on science sequencing, enrollment, curricular time, teaching methodology and status as an academic subject are discussed.
The present standard high school physics course and the preparation of teachers to teach this cou... more The present standard high school physics course and the preparation of teachers to teach this course developed from the work of notable physicists and educators such as Edwin Hall, Charles Riborg Mann, Robert Millikan, and John Woodhull. During a period of extraordinary growth of high schools in the United States, these physicists and educators had experiences in education that positioned them to be champions of physics education reform. This chapter examines the development of physics teacher education from the post-revolutionary period through World War II, highlighting the importance that laboratory work played in shaping the course and in preparing physics teachers.
ABSTRACT Edwin Herbert Hall (1855-1938), discoverer of the Hall effect, was one of the first winn... more ABSTRACT Edwin Herbert Hall (1855-1938), discoverer of the Hall effect, was one of the first winners of the AAPT Oersted Medal for his contributions to the teaching of physics. While Hall's role in establishing laboratory work in high schools is widely acknowledged, his position as chair of the physics section of the Committee on College Entrance Requirements was contentious and his involvement in launching College Board Physics, what we call the ``other Hall effect,'' has largely been overlooked.1 This article details Hall's role in the development of College Board Physics.
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