PhD - Revision history

Shawn: /* Collaboration */

2011-12-15T03:49:43Z

Collaboration

← Older revision		Revision as of 20:49, 14 December 2011
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	*Michigan State		*Michigan State
	**Wolfgang Bauer?		**Wolfgang Bauer?
			*APS

	==Possible support for this work==		==Possible support for this work==

Shawn: /* Problems to address */

2011-11-07T19:49:39Z

Problems to address

← Older revision		Revision as of 12:49, 7 November 2011
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	*At each transition stage, from high school to college, from undergraduate to graduate, sometimes even from introductory to upper-level undergraduate, educators are identifying a widening gap between what is taught and what is considered prerequisite at the higher level.		*At each transition stage, from high school to college, from undergraduate to graduate, sometimes even from introductory to upper-level undergraduate, educators are identifying a widening gap between what is taught and what is considered prerequisite at the higher level.
	*The movement towards standardization of state-mandated "core curriculum" has forced a certain amount of monoculture in course content, especially for those only taking one year of physics in high school. Unlike in other countries, American students usually only take one year of physics in high school, so standardization has an important impact on their experience.		*The movement towards standardization of state-mandated "core curriculum" has forced a certain amount of monoculture in course content, especially for those only taking one year of physics in high school. Unlike in other countries, American students usually only take one year of physics in high school, so standardization has an important impact on their experience.
			*[[Introductory physics courses are repelling students]].

	===Questions to answer===		===Questions to answer===

Shawn: /* Courses */

2010-12-21T20:17:49Z

Courses

← Older revision		Revision as of 13:17, 21 December 2010
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	==Courses==		==Courses==
	Cornell, [[STS 3301]],Making of Modern Science:The Physical Sciences. I enrolled extramurally Fall 2009, but I see this as learning and research for the PhD.		;Cornell, [[STS 3301]],Making of Modern Science--The Physical Sciences:I enrolled extramurally Fall 2009, but I see this as learning and research for the PhD.
	Cornell, [[EDUC 6470]], Innovative Teaching in the Sciences. I enrolled extramurally Spring 2010, but I see this as learning and research for the PhD.
			;Cornell, [[EDUC 6470]], Innovative Teaching in the Sciences:I enrolled extramurally Spring 2010, but I see this as learning and research for the PhD.

	==Advisors==		==Advisors==

Shawn: /* Problems to address */

2010-12-21T20:16:53Z

Problems to address

← Older revision		Revision as of 13:16, 21 December 2010
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	*Educators are looking for curricula to satisfy needs of students on new and diverse career pathways.		*Educators are looking for curricula to satisfy needs of students on new and diverse career pathways.
	*At each transition stage, from high school to college, from undergraduate to graduate, sometimes even from introductory to upper-level undergraduate, educators are identifying a widening gap between what is taught and what is considered prerequisite at the higher level.		*At each transition stage, from high school to college, from undergraduate to graduate, sometimes even from introductory to upper-level undergraduate, educators are identifying a widening gap between what is taught and what is considered prerequisite at the higher level.
			*The movement towards standardization of state-mandated "core curriculum" has forced a certain amount of monoculture in course content, especially for those only taking one year of physics in high school. Unlike in other countries, American students usually only take one year of physics in high school, so standardization has an important impact on their experience.

	===Questions to answer===		===Questions to answer===

Shawn: /* Abstract */

2010-12-14T18:25:17Z

Abstract

← Older revision		Revision as of 11:25, 14 December 2010
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	Physics is one of the least attractive of the high school standard courses. Given the choice of what to study, students self-segregate by socio-economic status (SES) and gender, with low-SES and females selecting out of physics or being selected out of physics.		Physics is one of the least attractive of the high school standard courses. Given the choice of what to study, students self-segregate by socio-economic status (SES) and gender, with low-SES and females selecting out of physics or being selected out of physics.

	Physics curriculum may be the most un-changed curriculum since the modern high school system of credits was established ~~by the~~ Carnegie ~~Commission~~ around ~~1912~~. In other words, physics, of all standard high school subjects, may have changed the least in the past 100 years. An example of change would be the study of nuclear physics, because such study would be unrecognizable to someone schooled before the discovery of the neutron, fusion, etc. Subtler changes would be in the presentation of kinematics and dynamics, in the stress on vectors, momentum, and simple motion problems.		Physics curriculum may be the most un-changed curriculum since the modern high school system of credits was established with Carnegie Units around 1910. In other words, physics, of all standard high school subjects, may have changed the least in the past 100 years. An example of change would be the study of nuclear physics, because such study would be unrecognizable to someone schooled before the discovery of the neutron, fusion, etc. Subtler changes would be in the presentation of kinematics and dynamics, in the stress on vectors, momentum, and simple motion problems.

	The movement towards standardization of state-mandated "[[core curriculum]]" have forced a certain amount of monoculture in course content, especially for those only taking one year of physics in high school. Unlike in other countries, American students usually only take one year of physics in high school, so standardization has an important impact on their experience. On the other hand, there are competing sets of standards applicable to most schools: Two of the biggest are statewide curricula, for example "Regents Physics" in New York State, and Advanced Placement curriculum, driven by the AP tests.		The movement towards standardization of state-mandated "[[core curriculum]]" have forced a certain amount of monoculture in course content, especially for those only taking one year of physics in high school. Unlike in other countries, American students usually only take one year of physics in high school, so standardization has an important impact on their experience. On the other hand, there are competing sets of standards applicable to most schools: Two of the biggest are statewide curricula, for example "Regents Physics" in New York State, and Advanced Placement curriculum, driven by the AP tests.

Shawn: /* Questions to answer */

2010-12-10T17:22:02Z

Questions to answer

← Older revision		Revision as of 10:22, 10 December 2010
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	*Opposite to the previous question, how much has the canonization of the curriculum prevented progress in physical understanding?		*Opposite to the previous question, how much has the canonization of the curriculum prevented progress in physical understanding?
	*Do textbooks lead or follow changes in physics curriculum?		*Do textbooks lead or follow changes in physics curriculum?
			*What might [[a reformed physics curriculum]] look like in the future, based on this research?

	==Abstract==		==Abstract==

Shawn: /* Problems to address */

2010-12-09T21:00:17Z

Problems to address

← Older revision		Revision as of 14:00, 9 December 2010
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	===Problems to address===		===Problems to address===
	*Physics has lagged behind the rest of science, technology, engineering, and math (STEM) disciplines in appealing to broad segments of the population of students, notably females and underprivileged minorities.		*Physics has lagged behind the rest of science, technology, engineering, and math (STEM) disciplines in appealing to broad segments of the population of students, notably females and underprivileged minorities.
			*Curriculum change is slower in physics than in other STEM disciplines.
			*There is less research on curriculum change in physics than in other fields.
	*Educators are looking for curricula to satisfy needs of students on new and diverse career pathways.		*Educators are looking for curricula to satisfy needs of students on new and diverse career pathways.
	*At each transition stage, from high school to college, from undergraduate to graduate, sometimes even from introductory to upper-level undergraduate, educators are identifying a widening gap between what is taught and what is considered prerequisite at the higher level.		*At each transition stage, from high school to college, from undergraduate to graduate, sometimes even from introductory to upper-level undergraduate, educators are identifying a widening gap between what is taught and what is considered prerequisite at the higher level.

Shawn: /* Methods */

2010-12-09T20:26:14Z

Methods

← Older revision		Revision as of 13:26, 9 December 2010
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	##Review [[physics textbooks]] from the past 200 years.		##Review [[physics textbooks]] from the past 200 years.
	##Review [[physics lab equipment]] from the past 200 years.		##Review [[physics lab equipment]] from the past 200 years.
			##Seek evidence of significant control of the physics curriculum by professionals, educators, governments.
	##Timeline the introduction or demise of [[physics fields\|fields of study]].		##Timeline the introduction or demise of [[physics fields\|fields of study]].
	##Interview educators, ask how they choose what to teach. Ask what they think is the [[scope of a field\|scope of their field]].		##Interview educators, ask how they choose what to teach. Ask what they think is the [[scope of a field\|scope of their field]].

Shawn: /* Methods */

2010-12-09T20:24:04Z

Methods

← Older revision		Revision as of 13:24, 9 December 2010
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	== Methods ==		== Methods ==
	I will use several methods:		I will use several methods. Answer to key questions will necessitate shifts in this methods, so this is only an initial map:
	#Trace the path of the content of physics courses.		#Trace the path of the content of physics courses.
	##Review [[physics textbooks]] from the past 200 years.		##Review [[physics textbooks]] from the past 200 years.

Shawn at 20:20, 9 December 2010

2010-12-09T20:20:19Z

← Older revision		Revision as of 13:20, 9 December 2010
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	*Michigan State		*Michigan State
	**Wolfgang Bauer?		**Wolfgang Bauer?

			==Possible support for this work==
			;[http://nsf.gov/funding/pgm_summ.jsp?pims_id=500047 NSF Discovery Research K-12]:"DR K-12 especially encourages proposals that challenge existing assumptions about learning and teaching within or across STEM fields, envision needs of learners in 10-15 years, and consider new and innovative ways to support learning."

	==References==		==References==