Implementation of Materials Science in the High School Classroom

Polasik, Alison; Daehn, Glenn S.; McCombs, Michelle R.

doi:10.18260/p.25585

Cited by 3 publications

(6 citation statements)

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“…These assessments include the Teacher Beliefs and Attitudes Survey, The Survey of Enacted Curriculum (SEC), and the Teacher Materials Science Concept Inventory. To understand the effectiveness of the teaching to the treatment and comparison students, the Student Materials Science Concept Inventory was administered to both groups of students (Polasik, et al, 2016). …”

Section: Methodology and Measurementsmentioning

confidence: 99%

“…In 2015, the focus of the program switched to teachers offering or seeking to offer such elective courses in their schools. Prior to the 2016 to 2017 cycle, the program showed established increases in teacher content knowledge, as well as increased use of materials science activities in the classroom using a pre-post single group research design (Polasik, et al, 2016). In the 2016 to 2017 academic year, teacher and student content knowledge increases are being assessed relative to a comparison group of teachers using a quasi-experimental research design.…”

Section: Introductionmentioning

confidence: 99%

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Teacher and Student Content Knowlege Gains: Effects of a Materials Science-Focused Professional Development Program

Polasik

Julius

Moore

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Program, she has led a range of education efforts for CEM including working with undergraduate and graduate STEM students to teach science lessons to inner city elementary students in Columbus, OH; organizing on-campus outreach efforts for middle school students; coordinating a summer Research Experience for Undergraduates (REU) program and organizing professional development experiences for graduate students and postdoctoral researchers. Prior to joining CEM, she worked at the University of California, Davis for a NSF funded Science and Technology Center, the Center for Biophotonics Science and Technology, where she led a variety of similar efforts.c American Society for Engineering Education, 2017 Teacher and Student Content Knowledge Gains: Effects of a Materials Science -Focused Professional Development Program AbstractThe Professional Development for Materials Science-Focused High School Courses program aims to give educators tools rooted in materials science to expand their teaching methodology and inquiry-based learning techniques. Now in the fifth year of the program, the current format includes a forty-hour intensive ASM summer camp for teachers preceding the academic year, an online two credit hour graduate course on the fundamentals of materials science, in-classroom support to aid teaching and experimental methods, and full group meetings four times throughout the academic year. Teacher outcomes from the beginning to the end of the academic year are assessed by evaluating content knowledge and changes in teaching pedagogy and efficacy. Student outcomes are evaluated by assessing their content knowledge and interest in science. Previous results through a pre-post single group research design indicate the program showed established increases in teacher content knowledge, as well as increased use of materials science activities in the classroom. Preliminary analysis of the pre-assessment data allows baseline comparison of teacher and student data between the treatment and control groups. This analysis includes baseline analysis of teaching pedagogy and efficacy, teacher content knowledge, and student content knowledge. The pre-assessment of teaching pedagogy and efficacy did not show a statistically significant difference in scores for the teachers in the treatment and control groups. For the students, there was no statistically significant difference in baseline knowledge for those taught by first year teachers in the program and control teachers, however for the teachers, there was a statistically significant difference in content knowledge between the treatment and control teachers. The team will work to understand this difference for the teachers in the coming year to obtain more comparable groups. This analysis seeks to determine the efficacy of the professional development program at increasing teacher and student knowledge and to quantify the changes in teacher practice.

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Section: Methodology and Measurementsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teacher and Student Content Knowlege Gains: Effects of a Materials Science-Focused Professional Development Program

Polasik

Julius

Moore

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

Self Cite

View full text Add to dashboard Cite

show abstract

“…The initial goals of the program were to increase teachers' materials science content knowledge and improve student achievement. Data collected during this time demonstrated a statistically significant increase in teacher content knowledge and an increase in their use of guided inquiry and active learning activities (Polasik, 2016). Evidence has shown that guided inquiry and active teaching methods are correlated to increases in students' content knowledge and capacity for scientific thinking (Shouse et al, 2007;2010).…”

Section: Introductionmentioning

confidence: 90%

“…In the 2012 -2015 academic years, the program monitored teacher use of materials science hands-on activities and their effectiveness as one metric of the degree to which the PD was impacting the classroom. As Figure 1, (Polasik, Daehn, and McCombs 2016) illustrates, the number of materials science activities increased substantially. This increase was also seen for laboratory activities deemed "scary" or dangerous by teachers because they required the use equipment the teachers feared or were unfamiliar with, e.g., blowtorch, acid, etc.…”

Section: Introductionmentioning

confidence: 99%

“…Figure 1: Self-Reported In-Class activities used by teachers in each program year, by category. (Polasik et al, 2016) Factors that lead to effective PD, PD that leads to changes in teachers' instructional practices, are well documented. Supovitz and Turner (2000) named the following five aspects of PD as being critical to changes in practice: immersion in inquiry experiences, questioning, and experiments-effectively modeling good instruction; intensive and sustained PD; engagement with teaching tasks that are based on experiences with students; a focus on subject-matter knowledge to increase teachers' content knowledge; and it must be grounded in PD standards.…”

Section: Introductionmentioning

confidence: 99%

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Board # 108 :Measuring Changes in High School Science Teacher Practice: Results of a Materials Science-focused Professional Development Program

Polasik

Julius

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Since its inception in 2012, a materials science-focused professional development (PD) program for high school teachers has demonstrated improvements in teacher content knowledge and increased use of materials science demos and hands-on activities in the classroom. Program coordinators and researchers also noticed a change in teachers' instructional practices, which was at first documented anecdotally. In an effort to measure these changes, the research team began using the Survey of Enacted Curriculum (SEC) and Reformed Teacher Observation Protocol (RTOP) in Year 4. A journal activity was also administered to record teacher and student activities during lessons throughout the academic year. The data from the first half of 2016-2017 academic year from these three tools was analyzed, and no clear correlation is shown between the tools on aspects of teacher practice that are measured by all three tools. The reasons for this are explored, and additional measurements and analyses are proposed to address the reasons for this.

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Um levantamento de Experimentos para integrar Ciência dos Materiais ao ensino de Física

Moura,

Anjos

2024

RIS

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Este artigo explora experimentos relacionados à Ciência dos Materiais e suas aplicações no ensino de Física. O objetivo é fornecer aos professores meios de ilustrar conceitos fundamentais, como propriedades elétricas e magnéticas, estrutura cristalina, deformação plástica e fratura, e propriedades ópticas, entre outros, oferecendo opções para integrar a Ciência dos Materiais no currículo. A inclusão desses experimentos no ensino de Física pode melhorar a compreensão dos conceitos abstratos pelos alunos e promover o desenvolvimento de habilidades práticas usando metodologias ativas, como a Sequência de Ensino por Investigação (SEI) ou Aprendizagem Baseada em Projetos (ABP), por exemplo. A metodologia utilizada foi a revisão integrativa, realizada por meio de busca em repositórios, como Google Scholar. Foram selecionados 10 experimentos que variaram de atividades simples de laboratório a projetos mais complexos, envolvendo a construção de dispositivos eletrônicos ou instrumentos de medição. Concluímos que a utilização desses experimentos pode ser um recurso didático valioso para aprimorar o ensino de Física, incentivando uma abordagem mais prática, contextualizada e interdisciplinar.

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Implementation of Materials Science in the High School Classroom

Cited by 3 publications

References 5 publications

Teacher and Student Content Knowlege Gains: Effects of a Materials Science-Focused Professional Development Program

Teacher and Student Content Knowlege Gains: Effects of a Materials Science-Focused Professional Development Program

Board # 108 :Measuring Changes in High School Science Teacher Practice: Results of a Materials Science-focused Professional Development Program

Um levantamento de Experimentos para integrar Ciência dos Materiais ao ensino de Física

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