“Physics First” Debate to Data

Rachel ZabierekThe Bishop’s School La Jolla, CA

Physics First: Debate to Data

Image Source: http://nobelprize.org/nobel_prizes/physics/laureates/1988/

• Late 1990s – Leon Lederman and Project ARISE

• Invert traditional Bio-Chem-Phys science course sequence as part of an effort to “revolutionize” American science education

• Anticipated outcomes of Phys-Chem-Bio sequence– Students experience greater coherency and

integration of science concepts– Provide concurrent context for algebra usage

(in Physics course)– Allow for more authentic inquiry-based

approach in all science courses– Should encourage schools/districts to create a

seamless K-12 science education process– Provide enhanced support for girls, minorities,

economically disadvantaged students (?)

Physics First: Debate to Data

• Other “pro” arguments– More logical progression, follows “grain-size”

hierarchy of science– Increased enrollment in physics courses

• “Con” arguments– Lack of necessary mathematical skills– Freshmen?!?– Dearth of qualified physics teachers– Difficulty of conversion process– Textbooks

Physics First: Debate to Data

• Data?–Mostly qualitative– Some causal-comparative or

correlational, but limited in scope– Hot topics:

• Mathematical rigor• Can freshmen really “learn Physics”?• Teacher preparedness• Curriculum content/textbooks• Pedagogy• Science course enrollment• College performance

Physics First: Debate to Data

• Goodman, R. & Etkina, E. (2008). Squaring the circle: A mathematically rigorous Physics First. Physics Teacher, 46(4), 222-227.

– Algebra-based Physics course successfully prepare students for future science courses?• 85-90% of “physics topics” teachable with algebra• 9th grade course – AP Physics B mechanics and E&M• 10th grade course – remaining AP Physics B topics• By 2006, students taking AP science courses and

passing tests at 4.5x the NJ state average• Students graduating with average of 4.2 science courses• Average math SAT scores within 0.1σ of state average

Physics First: Debate to Data

• Burgess, T. & Goff, K. (2011). Physics First Impact on Advanced Placement Biology and Science Enrollment. Unpublished.

– Juniors (P/C/B), Seniors (IS/Bio/Chem) in AP Biology course

– Administered multiple choice portion of 2002 AP Biology exam

– No difference in performance of cohorts (juniors

scored slightly higher, but not statistically significant)

Physics First: Debate to Data

• Sadler, P. & Tai, R. (2007). The Two High-School Pillars Supporting College Science. Science, 317, 457-458.– Effects of high school science and math on

performance in intro-level college science courses

– n=8500– “Out-of-discipline” course performance had no

effect (ex. high school physics performance had no effect on college intro bio performance)

– Study in same subject increased performance– Number/level of math courses increased

performance

Physics First: Debate to Data

• WARNING!! Shameless plug…– Master’s thesis– Science perceptions and attitudes of PCB vs.

BCP students– Survey of junior/senior students who have just

completed sequence– TOSRA and other questions– Vertical integration? Scientifically literate?

Coordination with math?– Teacher/administrator survey

Physics First: Debate to Data

• In Conclusion…– Lack of quantitative data to measure

“effectiveness” in pedagogical approach, success in future science courses

– Difficulty in defining “Physics First” poses problems, lack of standardization

–What exactly are we hoping to see? Greater scientific literacy? How to measure?

Physics First: Debate to Data

Thanks for Listening!

Questions?

Physics First: Debate to Data