SCAAPT Spring Meeting 2006 1

How well are we REALLY preparing future teachers?

Peter A. MorseProfessor of Physics

Santa Monica CollegeApril 22nd 2006

SCAAPT Spring Meeting 2006 2

Talk Outline

• What is the current situation on retention and preparation of CA school teachers?

• What are other western states doing for elementary school teacher preparation?

• How are elementary school teachers learning science?

• What science preparation do elementary school teachers really need?

SCAAPT Spring Meeting 2006 3

How well are California’s K-12 teachers doing?

• 22% of all new multiple-subject credentialed teachers (K-6) quit within 4 years

• 27% of all new single-subject credentialed teachers (7-12) quit within 4 years

SCAAPT Spring Meeting 2006 4

Qualifications of New Teachers

The percentage of teachers NOT highly qualified is increasing:

71% → 49% (multiple)70% → 40% (single)

(From: “Retention of New Teachers in California”, by Deborah Reed, Kim S. Rueben, Elisa Barbour, 2006, Public Policy Institute of California.)

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University of Nevada

• Visited the Department of Physics– David Bennum (Vice-chair, Dept. Physics)

• Visited the Department of Curriculum, Teaching, and Learning – David Crowther, John Cannon, Louis R. Loftin

(elementary science specialists)

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University of Washington

• Visited the Department of Physics (PEG)– Lillian McDermott, Peter Schaffer, Paula

Heron, Donna Messina

• Visited the College of Education – John Frederiksen (curriculum and instruction

in elementary science teaching)

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University of Oregon

• Visited the Department of Physics– David Sokoloff, Dean Livelybrooks

• Visited the Department of Education – Jill Baxter (elementary teaching)

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What is the current CSU trend?

• Combined physics and chemistry course for elementary school teachers

• Content-driven with a large number of topics to be “covered” – insert link to list

• Little emphasis on inquiry-based methods

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Physical Science at ECC

• Physical Science 25: Physical Science for Prospective Elementary School Teachers3 units; 2 hour lecture, 4 hours lab Recommended Preparation: eligibility for English 2R Credit, degree applicable. Transfer: CSU

• The course provides a step-by-step introduction to the physical sciences through the study of simple physical systems including properties of matter, temperature, heat, light and color, magnetism, electricity, and visual astronomy. Drawing from their own observations, students will develop concepts and construct models that can predict outcomes of experiments.

• Physical Science 25 is designed for students preparing to teach at the elementary and middle school levels.

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Physical Science at CSULA

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Physical Science Courses

• CSUDH: PHY 300 Physical Science for Teachers (4) Prerequisite: Admission to the Liberal Studies major.Designed specifically for future elementary and middle school teachers. Emphasis on the fundamental concepts of physical science and their applications. Laboratory experiments use mostly low cost everyday objects. Topics include mechanics, fluids, heat, waves,  electromagnetism, light, atoms, periodic table and chemical bonding. Three hours of lecture and three hours of laboratory per week

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• CSUF: PHYS 102    Physical Science for Future Elementary Teachers  Summer 2006 , Fall 2006 , Spring 2006

• Description: Designed especially for the prospective elementary teacher, this activity-based course will examine physical science concepts in real-world contexts such as global warming, kitchen science and the automobile. Lecture and laboratory is combined into a single unified learning experience. (Same as Chemistry 102)Units: (3)

Physical Science Courses

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Subject Matter Requirement for the Multiple

Subject Teaching Credential • Part 1: Content Domains for• Subject Matter Understanding and Skill in • Science• Domain 1: Physical Science• 1.1 Structure and Properties of Matter. Candidates for Multiple Subject Teaching Credentials understand the physical

properties of solids, liquids, and gases, such as color, mass, density, hardness, and electrical and thermal conductivity. They know that matter can undergo physical changes (e.g., changes in state such as the evaporation and freezing of water) and chemical changes (i.e., atoms in reactants rearrange to form products with new physical and chemical properties). They know that matter consists of atoms and molecules in various arrangements, and can give the location and motions of the parts of an atom (protons, neutrons, and electrons). They can describe the constituents of molecules and compounds, naming common elements (e.g., hydrogen, oxygen, and iron), and explain how elements are organized on the Periodic Table on the basis of their atomic and chemical properties. They can describe characteristics of solutions (such as acidic, basic, and neutral solutions) and they know examples with different pH levels such as soft drinks, liquid detergents, and water. They know that mixtures may often be separated based on physical or chemical properties.

•Content Specifications in Science (Continued)

• 1.2 Principles of Motion and Energy. Candidates for Multiple Subject Teaching Credentials describe an object's motion based on position, displacement, speed, velocity, and acceleration. They know that forces (pushes and pulls), such as gravity, magnetism, and friction act on objects and may change their motion if these forces are not in balance. They know that "like" electrical charges or magnetic poles produce repulsive forces and "unlike" charges or poles produce attractive forces. They describe simple machines in which small forces are exerted over long distances to accomplish difficult tasks (e.g., using levers or pulleys to move or lift heavy objects). Candidates identify forms of energy including solar, chemical, electrical, magnetic, nuclear, sound, light, and electromagnetic. They know that total energy in a system is conserved but may be changed from one form to another, as in an electrical motor or generator. They understand the difference between heat, (thermal energy) and temperature, and understand temperature measurement systems. Candidates know how heat may be transferred by conduction, convection, and radiation (e.g., involving a stove, the Earth's mantle, or the sun). They describe sources of light including the sun, light bulbs, or excited atoms (e.g., neon in neon lights) and interactions of light with matter (e.g., vision and photosynthesis). They know and can apply the optical properties of waves, especially light and sound, including reflection (e.g., by a mirror) or refraction (e.g., bending light through a prism). They explain conservation of energy resources in terms of renewable and non-renewable natural resources and their use in society.

• State of California, California Commission on Teacher Credentialing, September, 2001