2nd Meeting of HOPE WG4 - Nordine Presentation.key

Transcription

Physics Teacher Education
Priorities in Practice, Progress in
Research
Jeffrey Nordine
The IPN
TheLeibniz-Ins-tuteforScienceandMathema-csEduca-on(IPN)
This is were we are located
IPN Priorities
• Our mission is to develop and promote science
and mathematics education through research
• The institute has an interdisciplinary focus and is
closely affiliated to the University of Kiel (overall
20 professorships at the IPN; all professors teach
at the university)
IPN departments
ManagingDirector
Biology Educa-on
Chemistry
Educa-on
Educa-onal
Research
Administra-on
Educa-onal
Measurement
IT
Math
Educa-on
Library
Physics
Educa-on
Working Areas
1. Aims and models of math and science education
2. Individual, instructional, and institutional determinants of learning
3. Implementation and evaluation of innovative
teaching concepts for mathematics and science
4. Educational assessment and measurement
5. Mathematics, science and technical education in out-of-school learning locations
Overview of talk
1
Teacher Professional Competence
2
Developing Teacher Professional Competence
3
Development of Professional Competence
What professional competence is and how it develops
University-based teacher education in two settings
How teacher students develop professional knowledge
Professional Competence
Source: Vodafone.de
Learning
Source: Vodafone.de
Learning
Instructional Quality
Source: Vodafone.de
Professional
Competence
Learning
Source: Vodafone.de
Professional
Competence
Learning
(e.g. Bromme, 1997; Baumert & Kunter, 2006)
Source: Vodafone.de
Motivational
Orientations
Self-regulatory
skills
Beliefs and
Values
Professional
Knowledge
(Baumert & Kunter, 2006)
Professional Knowledge
Motivational
Orientations
Self-regulatory
skills
Beliefs and
Values
Professional
Knowledge
Content
Knowledge (CK)
Pedagogical
Content
Knowledge
(PCK)
Pedagogical
Knowledge
(PK)
(Baumert & Kunter, 2006; vgl. Shulman, 1986, 1987)
Motivational
Orientations
Beliefs and
Values
Professional
Life
Self-regulatory
skills
Professional
Knowledge
Induction Phase
Content
Knowledge (CK)
Pedagogical
Content
University
Knowledge
(PCK)
Pedagogical
Knowledge
(PK)
(Baumert & Kunter, 2006; vgl. Shulman, 1986, 1987)
University
Content
Knowledge
(CK)
Pedagogical
Content
Knowledge
(PCK)
Pedagogical
Knowledge (PK)
Motivational
Orientations
Self-regulatory
skills
Beliefs and
Values
Professional
Knowledge
Induction Phase
University
Content
Knowledge
(CK)
Pedagogical
Content
Knowledge
(PCK)
Pedagogical
Knowledge (PK)
Motivational
Orientations
Professional Life
Self-regulatory
skills
Beliefs and
Values
Professional
Knowledge
Induction Phase
University
Content
Knowledge
(CK)
Pedagogical
Content
Knowledge
(PCK)
(see also Gess-Newsome, 2015; cf. Berry et al., 2015)
Pedagogical
Knowledge (PK)
Teacher
Outcomes
Well-being
Learning
Opportunities
Professional
Competence
School
Professional
knowledge
University
Induction
Professional
Life
Use
Professional
Behavior
Instruction
Beliefs
Cooperation
Motivation
Work behavior
Self-regulation
Job
satisfaction
...
Student
Outcomes
Achievement
Motivation
…
(Kleickmann et al., 2013; Krauss, Baumert & Blum, 2008)
Context: Education System, School, University
Teacher
Outcomes
Well-being
Learning
Opportunities
Professional
Competence
School
Professional
knowledge
University
Induction
Professional
Life
Use
Professional
Behavior
Instruction
Beliefs
Cooperation
Motivation
Work behavior
Self-regulation
Job
satisfaction
...
Student
Outcomes
Achievement
Motivation
…
Context: Education System, School, University
Teacher
Outcomes
Well-being
Learning
Opportunities
Professional
Competence
School
Professional
knowledge
University
Induction
Professional
Life
Use
Professional
Behavior
Instruction
Beliefs
Cooperation
Motivation
Work behavior
Self-regulation
Job
satisfaction
...
Student
Outcomes
Achievement
Motivation
…
Personal Requirements
Personality, Motivation, Cognitive Abilities
Findings from previous research
• Professional knowledge is the main predictor for
instructional quality and student achievement
– (e.g. Ball et al., 2005; Baumert et al., 2010; Brunner et al., 2006; Hill et al., 2005; Wilson & Youngs, 2005; cf. Abell, 2007)
• Professional knowledge includes content
knowledge (CK), pedagogical content knowledge
(PCK) and pedagogical knowledge (PK)
– (for math teachers see Krauss et al., 2008, for bio teachers see
Jüttner et al., in press, for chemistry teachers see Tepner et al.,
2012; for physics teachers see Kirschner et al., 2012)
Simplified model of teacher professional knowledge and skills
Subject-specific professional knowledge
Topic-specific professional knowledge
Content Knowledge (CK)
Pedagogical content knowledge
(PCK)
Pedagogical knowledge (PK)
Beliefs
Teaching
Instruction
Beliefs Students
Student Outcomes
Adapted from Baumert & Kunter, 2006; Gess-Newsome, 2015; Lindmeier, 2011; Vogelsang & Reinhold, 2013
Overview of talk
1
2
3
A call to action in the US
US Post-Sputnik Science Education
• 1950-60s: National Science Foundation
dramatically increased funding for science
education
– Physical Science Study Committee (PSSC)
– Project Physics
• 1960-70s: First systematic push for
physics-specific pedagogical training
– PSSC summer institutes
– “Briefing sessions” for Project Physics
Standards movement in the US
• 1983: A Nation at Risk
– School curriculum is “a mile wide and an inch deep”
• 1989: Science for All Americans
– Specified what a “scientifically literate” person should know
• 1993: Benchmarks for Science Literacy
– Specified benchmarks for students to meet throughout K-12
• 1996: National Science Education Standards
– Includes standards for science teaching and professional
development
• 2013: Next Generation Science Standards
– Emphasizes “3-dimensional” science learning and
assessment
Assessment system in the US
• Prior to 2001: assessment and state
standards varied widely
• 2001: No Child Left Behind
– States required to create a minimum competency
assessment for students in order to gain federal
funding
– Teachers must be “highly qualified”: states
determine this
• In Texas, a “highly qualified” teacher must:
– Hold at least a bachelor’s degree – Be fully certified to teach in Texas
– Demonstrate competency in their core academic subject area
US physics teacher education today
• “[N]ationally, physics teacher preparation is
inefficient, incoherent, and unprepared to deal
with the current and future needs of the nation’s
students.”
– Task Force on Teacher Preparation in Physics (2012)
• 1/3 of new high school physics teachers have a
degree in physics or physics education
• 1/3 of high school physics teachers have less
than 3 college physics courses
• 90% of middle school physical science teachers
lack either a major or certification
A call to action in Germany
The TIMS 1995 Study
(Na-onalCenterforEduca-onSta-s-cs[NCES],2000)
The PISA 2000 Study
(Organiza-onforEconomicCo-opera-onandDevelopment[OECD],2001)
National Education Standards
Biology
Chemistry
Physics
(KMK,2005a,2005b,2005c;seealsoNeumann,Kauertz&Fischer,2010)
The NES: Competence in four areas
ContentKnowledge
Scien-ﬁcInquiry
Communica-on
Evalua-on
(KMK,2005a,2005b,2005c;seealsoNeumann,Kauertz&Fischer,2010)
The NES: Assessment Framework
§Integra-on
Cogni6veProcess
§Organisa-on
§Selec-on
§Reproduc-on
§Contentknowledge
Complexity
§Scien-ﬁcInquiry
§Communica-on
§GenericConcept
§Evalua-on
§TwoRela-ons
§OneRela-on
AreaofCompetency
§TwoFacts
§OneFact
(Walpuskietal.,2008;Kauertzetal.,2012;seealsoNeumannetal.,2007,2010)
German Standards for Teacher Education
• Decisions of the 16 federal states in 2004
(for PK; same for all subjects) and in 2008
(for CK and PCK; subject-specific)
• Mixture of contents and performances
(processes)
• Differentiation between upper secondary
and lower secondary teacher students
• Differentiation of 1st and 2nd phase of preservice training
Two different teacher preparation systems
Germany
United States (Texas)
Content
preparation
Bachelor and Masters in
the field
Bachelors (any field)
System
orientation
Input-orientation
Output-orientation
Common teacher
Standardization
preparation standards
Cerfification
Two-stage certification
exams
Teacher preparation
standards set by
institution
General certification
exam, discipline-specific
exam
Trinity University (Physics) Teacher Education
Bachelors degree
Physics courses
Determined by university physics department
Education courses
Practicum observations, general pedagogy, optional science methods
Masters degree
Teaching Internship
8-month internship, 9 weeks lead teaching, graduate pedagogy courses
Graduate portfolio
Demonstrates mastery of university-based teaching standards
Trinity University (Physics) Teacher Education
Nordine, Breidenstein, Chapman, & McCool, 2015
The IPN (Physics) Teacher Education Program
Two-Subject-Master (MEd)
Two-Subject-Bachelor (BSc)
Subject 1 (e.g. physics)
Subject related courses
S 1-6
70 CP
Subject 2 (e.g. mathematics)
S 1-6
70 CP
Profile teacher education
Education related courses
S 1-5
30 CP
Bachelor thesis
Subject 1 or 2 (duration 2 months)
Total Credit
S 5-6
10 CP
180 CP
S 1-6
Introduction into general education
Subject 1
2 (e.g. Mathematics)
mathematics)
Thecourses
pedagogy of teaching and learning
Subject related
S 1-6
School Internship
Teacher
Profile (Preparation)
teacher
Education
education
Profile
Education related
courses
Subject
(e.g. physics) education S 1-5
Bachelor
Bachelor
Thesis
thesis
School Internship
(Preparation)
Total Credit
S 5-6
70 CP
5 CP
5 70
CPCP
5 CP
5 30
CPCP
5 CP
10 CP
180 CP
Two-Subject-Bachelor w/ Physics
CP
Sem.
Number
Title
Lecture/
Seminar/
Labwork
1
phys-191
Mechanics & Thermodynamics
L/S
4/2
8
phys-102
Mathematics
L/S
6/2
8
∑10
∑12
2
3
4
5
6
Hours
Sem.
phys-201
Electricity, Magnetism, Optics
L/S
4/2
9
phys-102
Mathematics II
L/S
6/2
8
∑10
∑13
phys-301
Atom & Quantum Physics
L/S
4/1
7
phys-302
Theoretical Mechanics
L/S
3/2
7
∑10
∑14
phys-401
Nucleus, Particles, Astrophysics
L/S
4/1
7
phys-203
Electronics & Measurement
L/S
3/1
4
phys-491
Foundations of physics education
L/S
1/1
(2,5)
∑9
∑11
phys-592
Theoretical Physics
L/S
4/2
9
phys-593
Laboratory Course I
L/S
4/1
5
phys-594
Planning, Implementation and Analysis of physics
lessons
L/S
1/1
(3)
∑10
∑14
phys-693
Laboratory Course II
L/S
4/1
6
phys-691
Bachelor Thesis
S
1
10
∑6
∑16
Ye
ar
∑2
5
∑2
5
∑2
0
Two-Subject-Bachelor w/ Physics
CP
Sem.
Number
Title
Lecture/
Seminar/
Labwork
1
phys-191
Mechanics & Thermodynamics
L/S
4/2
8
phys-102
Mathematics
L/S
6/2
8
∑10
∑12
2
3
4
5
6
Hours
Sem.
phys-201
Electricity, Magnetism, Optics
L/S
4/2
9
phys-102
Mathematics II
L/S
6/2
8
∑10
∑13
phys-301
Atom & Quantum Physics
L/S
4/1
7
phys-302
Theoretical Mechanics
L/S
3/2
7
∑10
∑14
phys-401
Nucleus, Particles, Astrophysics
L/S
4/1
7
phys-203
Electronics & Measurement
L/S
3/1
4
phys-491
Foundations of physics education
L/S
1/1
(2,5)
∑9
∑11
phys-592
Theoretical Physics
L/S
4/2
9
phys-593
Laboratory Course I
L/S
4/1
5
phys-594
Planning, Implementation and Analysis of physics
lessons
L/S
1/1
(3)
∑10
∑14
phys-693
Laboratory Course II
L/S
4/1
6
phys-691
Bachelor Thesis
S
1
10
∑6
∑16
Ye
ar
∑2
5
∑2
5
∑2
0
Two-Subject-Master (MEd)
S 1-3
25 CP
Subject education related courses
S 1-3
10 CP
Subject 2 (e.g. mathematics)
S 1-3
25 CP
Subject education related courses
S 1-3
10 CP
Education related courses
S 1-3
30 CP
S4
20 CP
Master thesis
Total Credit
120 CP
Two-Subject-Master w/ Physics
Modulbezeichnun
g
Modul
1
phys-501
Molecular & Surface L/S
Physics
4/1
7
phys-1194
Theoretical
foundations of
physics education
2/2
5
∑9
∑12
2
3
4
LF
L/S
SWS
LP
Sem.
Sem.
phys-1292
Computer Sciences L
2
2
phys-1293
Laboratory Course I L/S
3/1
6
phys-1294
Physics education
research and its
implementation in
practice
2/2
3
∑9
∑11
L/S
phys-1391
Physics, Energy
and Environment
S
2
4
phys-1393
Laboratory Course
II
L/S
3/1
6
phys-1394
Teaching &
S
Learning Physics III
2
2
∑8
∑12
1
20
∑1
∑20
phys-1491
Master Thesis
S
Year
∑23
∑32
Two-Subject-Master w/ Physics
Modulbezeichnun
g
Modul
1
phys-501
Molecular & Surface L/S
Physics
4/1
7
phys-1194
Theoretical
foundations of
physics education
2/2
5
∑9
∑12
2
3
4
LF
L/S
SWS
LP
Sem.
Sem.
phys-1292
Computer Sciences L
2
2
phys-1293
Laboratory Course I L/S
3/1
6
phys-1294
Physics education
research and its
implementation in
practice
2/2
3
∑9
∑11
L/S
phys-1391
Physics, Energy
and Environment
S
2
4
phys-1393
Laboratory Course
II
L/S
3/1
6
phys-1394
Teaching &
S
Learning Physics III
2
2
∑8
∑12
1
20
∑1
∑20
phys-1491
Master Thesis
S
Year
∑23
∑32
Overview of talk
1
2
3
Identifying Pedagogical Content Knowledge
“PCK is not yet clearly described and, thus,
how it might inform the opportunities for
teacher learning is not entirely clear.”
– Rebecca Schneider, University of Toledo
Schneider, 2015, p. 162
The “KiL” Project
• Developing measurement instruments for assessing the
development of teacher students‘ professional knowledge
within teacher education program(s)
Content
Knowledge
(CK)
Pedagogical
Content
Knowledge(
PCK)
Pedagogical
Knowledge (PK)
• Participating subjects: Biology, Chemistry, Physics,
Mathematics
Goal and research questions
Goal of KiL Project:
A comprehensive assessment of CK and PCK by use of adequate items
to map pre-service physics Teachers levels of progress at different
stages of their university education.
Research questions:
1. To which extend can findings (concerning the structure of
Professional Knowledge) about physics teachers be confirmed for
pre-service physics teachers?
2. How does pre-service physics teachers’ Professional Knowledge in
CK and PCK develop during their university education?
Design
Selection, adaption and development of Items
Design
Kinds of Knowledge
Mechanics
nt
me
ss
se
As
Cu
rri
cu
on
Ins
tru
cti
ts’
en
St
ud
Declarative knowledge
lum
al
co
str
gn
Procedural knowledge
ate
itio
n
gie
s
Schematic and strategic knowledge
Pedagogical content areas
Electromagnetism
CK
PCK
Optics
…
Content areas
(Shavelson, 2005: Grehn & Krause, 2007; Dorn & Bader, 2008; Magnusson, Krajcik & Borko, 1999; vgl. Tepner et al., 2012)
Sample CK item
From a thin plate of plywood a square plate is sawed out. Its edge length
be a. Its moment of inertia for rotation around the centroidal axis,
perpendicular to the plate, be J.
What would the moment of inertia be, if the edge length was doubled?
A)
B)
C)
D)
2J
4J
8J
16 J
Sample CK item
From a thin plate of plywood a square plate is sawed out. Its edge length
be a. Its moment of inertia for rotation around the centroidal axis,
perpendicular to the plate, be J.
What would the moment of inertia be, if the edge length was doubled?
A)
B)
C)
D)
2J
4J
8J
16 J
Sample PCK item
During the discussion of the law of gravitation, a class explored why bodies with
different masses fall in the same time. A test contains the following task:
“A wooden ball and a metallic ball, both solid and equal in size, are dropped.
Which statement about the impacts is correct?
-The metallic ball hits the ground considerably earlier than the wooden ball.
-The metallic ball hits the ground after the wooden ball.
-The metallic ball and the wooden ball hit the ground at the same time.
-The metallic ball hits the ground a little earlier than the wooden ball. “
Most students chose the 3rd answer. Only the two students with the highest grades
in the class chose the 4th answer. Why could that be?
Sample PCK item #1
During the discussion of the law of gravitation, a class explored why bodies with
different masses fall in the same time. A test contains the following task:
“A wooden ball and a metallic ball, both solid and equal in size, are dropped.
Which statement about the impacts is correct?
-The metallic ball hits the ground considerably earlier than the wooden ball.
-The metallic ball hits the ground after the wooden ball.
-The metallic ball and the wooden ball hit the ground at the same time.
-The metallic ball hits the ground a little earlier than the wooden ball. “
Most students chose the 3rd answer. Only the two students with the highest grades
in the class chose the 4th answer. Why could that be?
Because the two students are the only ones who consider friction due to the
surrounding air.
Sample PCK Item #2
Learning about Nature of Science (NOS) is considered one important
goal in science education. Which of the following statements aligns the
best with the Nature of Science (NOS) as a learning goal?
Students know…
A) …the biographic data of Galilei, Newton and Einstein.
B) …what physics research can contribute to lasting peace.
C) …the fundamental units of physics
D) …that physical theories can be falsified by experiments.
Sample PCK Item #2
Learning about Nature of Science (NOS) is considered one important
goal in science education. Which of the following statements aligns the
best with the Nature of Science (NOS) as a learning goal?
Students know…
A) …the biographic data of Galilei, Newton and Einstein.
B) …what physics research can contribute to lasting peace.
C) …the fundamental units of physics
D) …that physical theories can be falsified by experiments.
Study design
Pilot study (NP = 165)
structural
external
Expert rating (NE = 8)
Questionnaire
study (NQ = 10)
content
Aspects of construct validity (Messick, 1995)
substantive
Study design
Pilot study (NP = 165)
Expert rating (NE = 8)
Item revision
Thinkaloud study (NT = 10)
Main study
(NM = 201)
Questionnaire
study (NQ = 10)
Sample for main study
•
N = 201 Pre-service physics teachers
•
Age: Mean = 23.5 Years (SD = 3.3)
•
Semester: Mean = 5.6 (SD = 2.7)
Professional knowledge dimension: CK
CK Area
N
p
s
pMin
pMax
α
KR-20
Mechanics
9
.53
.27
.07
.86
.37
.56
Electromagnetism
8
.50
.24
.20
.86
.37
.59
Optics
8
.42
.17
.15
.67
.59
.79
Thermodynamics
8
.52
.21
.23
.85
.53
.73
Solid state physics
7
.50
.22
.19
.83
.50
.75
Particle physics
7
.50
.18
.23
.71
.43
.68
Relativity
4
.48
.22
.20
.67
.31
.68
Quantum physics
6
.40
.12
.23
.62
.55
.78
Professional knowledge dimension: CK
CK Area
N
p
s
pMin
pMax
α
KR-20
Mechanics
9
.53
.27
.07
.86
.37
.56
Electromagnetism
8
.50
.37
.59
Optics
8
.24
.20
.86
CKMain
CKPilot
.17
.15
.67
.59
.79
.42
Thermodynamics
Cronbachsα
8
.52
.21.85
.23 .71/.77
.85
.53
.73
Solid state physics
7
.50
NAufgaben
.22
.19
.83
41/43
.50
.75
58
Particle physics
7
.50
.18
.23
.71
.43
.68
Relativity
4
.48
.22
.20
.67
.31
.68
Quantum physics
6
.40
.12
.23
.62
.55
.78
Professional knowledge dimension: PCK
PCK Area
N
p
s
pMin
pMax
α
KR-20
Student thinking
10
.60
.21
.26
.92
.45
.61
Instructional Strategies 10
.46
.14
.23
.65
.51
.68
Curriculum
7
.45
.27
.10
.86
.39
.71
Assessment
7
.37
.14
.21
.63
.45
.69
Professional knowledge dimension: PCK
PCK Area
N
p
Student thinking
10
.60
Cronbachsα
Instructional Strategies 10
.46
Curriculum
Assessment
NAufgaben
7
.45
7
.37
pMin
pMax
s
PCKMain
PCKPilot
.21
.26
.92
.74
.62/.59
.14
.23
.65
α
KR-20
.45
.61
.51
.68
.27 36
.10 43/36
.86
.39
.71
.14
.21
.45
.69
.63
Professional Knowledge: Physics
Pedagogical Content Knowledge
Student Ability
Content Knowledge
Year of Enrollment
Year of Enrollment
Predictors of Professional Knowledge
CK
PCK
PK
GymnasiumGPA
-.39 ***
-.51 ***
-.42 ***
Finalgradeinphysics
-.04
.16
.08
Intended teaching level
.18 *
.03
-.02
Semester
.30 ***
.23 **
.21 *
* :p
< .05; * p < .01; *** p < .001; Intended teaching level code: 1 = Gymnasium, 0 = Not Gymnasium
Predictors of Professional Knowledge
CK
PCK
PK
Observation Experience
-.03
-.05
.26 *
Physics-specific practicum
observation experience
.48 ***
.47 ***
.22
Practicum teaching
experience
.05
.06
-.14
Physics-specific practicum
teaching experience
.07
.06
.10
*:
p < .05; ** :p < .01; *** p < .001
Next steps studying teacher
knowledge development at IPN
Next steps studying teacher
knowledge development at IPN
Outlook (2014 – 2016)
Design: Two-cohorts longitudinal study
Semester
Cohort 1:
New students
Cohort 2:
Mid-program
students
1.
2.
3.
4.
5.
6.
7.
8.
9.
T1:
TPK
T2:
TPK
T3:
TPK
T1:
OTL
T2:
OTL
T1:
TPK
T2:
TPK
T3:
TPK
T1:
OTL
T2:
OTL
K: Measurement of teacher professional knowledge using KiL instruments
OTL: Opportunities to learn (self-report). Quality and Quantity of physics and physics
education learning opportunities.
Overview of talk
1
2
3
Key challenges in physics teacher education
Recruitment
Recruitment
Is there a canon for physics PCK?
Recruitment
Is there a canon for physics PCK?
Elementary teacher training
Thank you
Jeff Nordine
[email protected]

2nd Meeting of HOPE WG4 - Nordine Presentation.key

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