Title: How%20to%20Spread%20the%20Knowledge%20of%20Physics%20Beyond%20the%20Walls%20of%20the%20Classroom
1How to Spread the Knowledge of Physics Beyond the
Walls of the Classroom
2Scientists in the K-12 Classroom Can We Make a
Difference?
Diandra Leslie-Pelecky Department of Physics
Astronomy Center for Materials Research
Analysis University of Nebraska
3Acknowledgements
- Gayle Buck (Dept. of Teaching, Learning and
Teacher Education) - PF Co-PIs
- Sue Kirby, Clinton Elementary
- Roger Kirby, UNL Physics
- Pat Dussault, UNL Chemistry
- Barb Jacobson, Lincoln Public Schools
- Pat Dixon (National High-Field Magnet Lab),
Evaluator
4Outline
- Motivation
- What am I doing here?
- Why should you care?
- Can scientists meaningfully participate in K-12
education? - Project Fulcrum Case Study
- Can pre-tenure scientists meaningfully
participate in K-12 education? - Some suggestion to help you make a decision
- Conclusions
5Outreach
According to Webster
(n.) 1. The act of reaching out (n.) 2. The
extent of reach (n.) 3. The extending of
services beyond usual limits
6Outreach
Academic Definition
Those things your colleagues know arent teaching
or research
7Will Working on Education/Outreach Affect My
Research and Teaching?
Yes.
81 Negotiate!
When something is added, something else has to
give
- Not just outreach Anything beyond standard
expectations - Reduced teaching load? probably not good idea
- Reduced service load? usually more feasible
9Balancing Act
Tenure Decision
- Negotiated trading part of my teaching
responsibilities for education/outreach
activities - Included in tenure contract
- Managed to negotiate other perks in exchange
10Why?
11Public opinion is everything. With public
sentiment nothing can fail without it, nothing
can succeed.
Abraham Lincoln
12A survey of 30,000 students found that had
the strongest influence in getting the students
interested in science.
the characters in the Star Trek television program
Other interest promoters were teachers, parents
and the TV program 'Beekman's World.'
Source USA Today 123(2591), 15 (1994)
13Vocabulary of Science Constructs
The Earth goes around the sun once per year
The Earth goes around the sun once each year
The Earth travels around the sun
Light travels faster than sound
Humans did not live at the same time as the
dinosaurs
Light travels faster than sound
Cigarette smoking causes lung cancer
Antibiotics kills viruses as well as bacteria
Electrons are smaller than atoms
Electrons are smaller than atoms
Lasers do not work by focusing sound waves
The fathers gene determines whether the baby is
a boy or girl
20
40
60
80
Source 2002 Science and Engineering Indicators
14Public Belief in Paranormal Phenomena
2001
Astrology or position of stars and planets can
affect peoples lives
1995
1990
People can hear from or communicate mentally with
someone who has died
Ghosts or spirits of dead people can come back in
certain places and situations
Houses can be haunted
Extrasensory perception
15pseudoscience is a sort of background noise,
annoying, but rarely rising to a level that
seriously interferes with scientific discourse
16The more serious threat is to the public, which
is not often in a position to judge which claims
are real and which are not. Those who are
fortunate enough to have chosen science as a
career have an obligation to help the public make
that distinction.
Robert L. Park, 2001
17But I Dont Have Time for Altruism
- The Case for Self-Interest
18Bachelors Degrees in Physics
Source AIP
19Bachelors Degrees in Physics
Source AIP
20Ph.D.s in Physics
Source AIP
21NSFs Role in Education Outreach
22Motivation
- NSF Integration of Research and Education
232 To CAREER or Not to CAREER?
Pros
Cons
- Not competing against established scientists
- Prestigious
- 4-5 year grants carry you through tenure
- Regular grants requiring education portion, too
- Giving reviewers two targets
- Weight of education/ outreach activities varies
among programs - Have to do both if you get funded
24NSF CAREER Award
Worked with teachers and students in a Title I
school
- 97 of students eligible for free- or
reduced-price lunch - 30 turnover rate
- Kids came to school in the winter without coats
or shoes - Teachers on first-name basis with probation
officers, police
25Teachers
- Needed
- Science equipment
- More (and more current) science knowledge
- More time for teaching/planning
- Experience with the excitement of science
- Had
- Incredible dedication to kids
- Desire to learn about science and science teaching
26Motivation
- NSF develops large education and outreach
programs
- Large research centers (MRSEC, NSEC, ERC) require
education/outreach components
273 External Funding
Pros
Cons
- Shirley Mills
- PF Project Manager
- Former elementary school teacher
- Grad student in Higher-Education Adm.
-
- Overhead
- Resources for outreach
- Infrastructure
- Demonstrates ability to
- Write grants
- Organize large-scale projects
- If its a really bad idea, probably wont get
funded
- Have to write the grant
- Cant decide to just stop doing it
- Reports
- PI meetings
- Everybody expects you to do it for them
283b Pace Yourself
- One 1,000,000 grant
- is better than
- 10 100,000 grants
29Graduate Teaching Fellows in K-12 Schools
NSFs Primary Goal Produce scientific research
leaders who are aware of and sympathetic to the
challenges addressing K-12 education
30NSFs GK-12 Program
- Partnerships with schools
- STEM graduate students learn new teaching methods
and improve communication skills - Increase teacher content knowledge
- Increase teacher confidence
- Increase the content knowledge of K-12 students
- Provide professional role models with whom K-12
students can relate.
31GK-12 Models
- U. Hawaiis Ecology, Evolution and Conservation
Biology Grad Program - Cornells Environmental Inquiry Research
Partnership - University of Washingtons Engineering Educators
- NCSUs Math/Science Integration Project
- Georgia States Science on a Bus
- Harvard, BU (2), Tufts, U. Mass Boston
324 Treat Your Project Like Research
- Define the problem and approach
- Assemble Resources
- People
- Equipment
- Infrastructure
- Money
- Take/analyze data
- Re-do the experiment the right way
- Publish
- Ask for more money
33Scientists as Role Models Are We Really Having
Any Impact??
Eisenhower Professional Development
Program National Science Foundation
34Pilot Study
Graduate students work with 4th/5th graders at a
Title I school
- Do student attitudes toward science change?
- Does student content knowledge increase?
- Do teachers change the way they teach science?
35Experimental Setup
- 8 weeks of Magnetism/Circuits
- 80 fourth/fifth graders
- Title I school
- Large ELL population
- 2 hours/week
- 4 teachers
- 3 science graduate students
36Assessment Details
- Pre-surveyed students about their attitudes
toward science and scientists - Image of Science Scientist Scale (Krajkovich,
1982) - Student Opinion Survey (McMillan, Simonetta,
Singh, 1994) - Student Interviews
- Teachers provided measures of the students prior
and current performance in science - A selected sample of students was interviewed
every two weeks
37Psst.
You know, the kids dont believe youre
scientists
38Addressing Role Models
- Emphasize graduate students as scientists from
the university - Have students talk about their research
- Videotape
- Lead graduate student
- In her lab, explaining her research
- Shown in week 4
39Results
Students did not accept that their visitors were
scientists
- 87 described the visitors as teachers
- When asked whether the visitors were scientists,
75 explicitly said NO
40Results
The visitors didnt look like scientists
- They were too pretty to be scientists. Only
women who arent pretty enough to be in the
movies would be scientists - Scientists would be wearing white coats with
glasses, have grey hair and be old
41Results
The visitors didnt act like scientists
- They showed expressions
- They let us do fun things
- Real scientists talk about complicated things
- They are trying to make things easier for us to
understand
42Results
The parents didnt get it either
- When will the real scientists show up?
- It was really nice of the scientists to let
their wives do this
43Conclusion
- Students started with common stereotypes about
scientists - The scientists in the classroom did not fit these
stereotypes - Not only did the students not change their
stereotypes, they rejected the visitors as
scientists because they didnt fit the stereotypes
Buck, Leslie-Pelecky and Kirby, J. Elem. Sci.
Educ. 14(2), 1-10 (2002)
44Public Stereotypes of Scientists
The scientist is a man who wears a white coat
and works in a laboratory. He is elderly or
middle aged and wears glasses. He may wear a
beard, may be unkempt He is surrounded by
equipment and spends his days doing experiments.
Mead and Mertraux, 1957
45Breaking Stereotypes
- Introduce scientists via videotape first to
establish identity - Have scientists start by dressing like
stereotypes, then gradually becoming themselves - Have scientists start by doing shows, and then
have them move into working with students in a
teaching mode. - Ensure that scientists are always referred to as
scientists, not grad students or teachers
46Psst.
You know, the kids dont believe youre
scientists
475 Make Your Time Count
- Dabbling is a waste of time
- Know whats been done
- Collaborate Find people who compliment your
experience and share your goals - You can do more harm than good
48Project Fulcrum Year 3
Give me a long enough lever and a place to
stand and I can move the Earth
Archimedes
49Project Fulcrum
- Joint project between Arts Sciences, Teachers
College, Lincoln Public Schools - 30 Resident Scientists/3 years in grades 3-8
- Resident Scientists spend entire year as
school-wide resources w/Lead Teacher - 8 h/wk student contact 2 h/wk planning, no more
than 4 h/wk prep - Weekly group meetings for teachers, Resident
Scientists - Stipends same as NSF Research Fellows
- 27,500 2003-2004
- 30,000 2004-2005
50Project Fulcrum Goals
- Provide grad students with realistic picture of
K-12 education and their possible role in it - Increase student access to inquiry-driven
experiences - Improve student and teacher attitudes toward
- Science
- Scientists
- Help Fellows improve pedagogical, communication
and teamwork skills - Assess the program
- Strengthen partnerships
51Access to Inquiry
Making Experiments Real
- Error analysis
- Reproducibility
- Learning to ask the right questions
- Comparing data with other groups
- Graphing/Tables
- Troubleshooting equipment
527th Graders Forces and Motion 1
2.2
2.0
1.8
1.6
1.4
Velocity (m/s)
1.2
1.0
0.8
0.6
0.4
0.2
0
10
20
30
40
50
Angle (Degrees)
537th Graders Forces Motion 2
2.5
2.0
1.5
a (m/s2)
1.0
0.5
0.0
1.0
1.5
2.0
2.5
3.0
F (N)
54Access to Inquiry
Science Fair Projects
- Evening session with parents kids
- What makes a good experiment?
- You dont have to know the answer before you
start - Consultation hours throughout year
- Direct kids to resources
- Get kids over humps
- Practice presentations
55Access to Inquiry
In many K-5 classrooms, science was taught less
than one hour a week if at all
- Now
- Teachers teach more hours of science/week
- Trend seems to be continuing
- With teachers who dont have a scientist this
year - At schools PF is no longer working with
- Teachers report marked increase in student
participation in extracurricular science-based
activities
56Resident Scientists
- Expectations
- All went in expecting to change the school
- Reality of working in school quite different than
they thought - All left happy with what they were able to
accomplish - Respect
- Increased respect for what teachers have to put
up with (esp. discipline) - Increased appreciation for process vs. inquiry
balance
57Its About Them, Not You
20 engineering students volunteer to teach
elementary students
The reason why you fell down and why it was
harder for you to hold on with the backpack was
I paused momentarily to add more drama
gravity I sounded like Beakman. Gravity
pulls things down and gravity is what makes thins
feel heavy. Remember this word because youre
going to hear it every time I am here gravity,
I concluded proudly.
S.G. Hagerott Physics for First Graders, Phi
Delta Kappan, 78(9), pp 717-720
58Its About Them, Not You
Reading Physics for First Graders was
disturbing in a familiar way, similar to what Im
sure I would have felt watching the author
plugging a speaker into a wall outlet
D. Hammer, Physics for First Graders?, Science
Education, 83 (6), 797 (1999)
59Teachers
- Teachers more confident in their understanding of
science - Teachers feel more appreciated by parents,
principals, administrators - Teachers feel more like professionals
It is great to be part of community that treats
science teaching as a profession in which we can
continue to mature and improve
60Kick-Off Event
Carl Wieman and Lead Teacher Linda Splichal
(below).
Lawrence Krauss poses with several Project
Fulcrum members (above).
61Students
- Economically disadvantaged students
- Initially showed less interest in science and
less self-confidence - Differences were eliminated by mid-year
maintained through end-of-year - At start of new school year, students asked if
they would have a scientist in their classroom
this year - More girls are participating in science fairs
- Parents are more aware of students science-based
activities.
62Partnerships
- PF as a framework for faculty who would like to
(or must) include an education component in a
proposal - We know what works
- Contacts with Lincoln Public School District
- Developed a cadre of teachers who want to work
with scientists - Example All MRSEC participants are pledged to
do 20 hours/yr outreach
63But What About the Role Models???
64Role Model Project
- Dont allow scientist to work with students until
after videotape is shown - Teacher does short unit on scientists what they
do - Changed title from Fellow to Resident
Scientist - Wear nametags Scientist
- Role Model Project
- Diverse faculty, grad students, industrial
scientists - Relate to content matter
- Scientists talk about why they are in science,
etc.
65Role Model Project Results
- At midterm, majority of students believed their
Fellow was a scientist - By end of year, majority was back to believing
he/she was a student teacher - Definite gender dependence
- Very Scientist-specific
- In some cases, image of a scientist went down
- Passive F scientists/strong M or F teachers
- Different results for girls/boys
66Scientists as Role Models
How do graduate students negotiate being role
models as they are becoming scientists? Track
male and female scientists throughout the year to
see how their image of themselves and their image
of themselves as role models changes.
67Can Scientists Make a Difference in K-12
Education?
68From a Teacher
- Thank you for caring enough about science and
children to invest like you have this
opportunity has given me the chance to
self-examine/mindfully improve my quality of
teaching on a daily/weekly basis. It feels like
I'm in 'seminar' every week - and what a great
way to keep fresh and keep learning.
69Should Scientists Try to Make a Difference in
K-12 Education?
70Should Pre-Tenure Scientists Try to Make a
Difference in K-12 Education?
71To Outreach or Not To Outreach?
72Outreach and Tenure
The further you stray from the traditional
assistant professor profile The more nervous
youll be in the years prior to tenure
73Doing Both
Pros
Cons
- More invited talks
- More papers
- More
- More visibility
- More invitations to review grants
- More refereeing of papers and grants
- More travel to give talks
- More papers to write
- Real need to efficiently divide your time
74Balancing
- Decide how much time youre going to devote to
your outreach (teaching, family, etc.) and STICK
TO IT.
75Getting Your Feet Wet
- Start small
- Work on someone elses project
- Make sure that you like working with teachers,
students, etc. - Local resources
- University office for recruiting
- Minority affairs
- College of Education
76To Outreach or Not To Outreach?
77Risk Assessment
- Ask dept. chair if these efforts will be valued
in a tangible way - Will it count toward tenure?
- Does your idea dovetail into existing
departmental programs? - Can your idea provide visibility to help the
department?
You can always start AFTER tenure
78Institutional Support
UNL pre 02 Research Teaching Service
UNL post 02 Research Teaching Service Administrat
ion Outreach
79Institutional Support
- Use existing institutional structures
- Secretarial
- Organizational
- Logistical
- Managerial
Invest your time in things that really require
your skills.
80To Outreach or Not To Outreach?
81Conclusions
Outreach
- Do things you feel passionate about
- Listen to the needs of the people you want to
help - Investigate what has already been done and
whether it worked - Involve specialists
- Infrastructure!
- Stay optimistic
82Is it a Waste of Time?
If you do it, you may not make an impact.
If you dont do it, you definitely wont make an
impact
-Tom Weber
83Project Fulcrumwww.physics.unl.edu/fulcrum