Group A

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I read all three articles in Group A.  I work with multiple disciplines in science and find that context is key. Unfortunately, we often get hung up in terminology and lose conceptual understanding. I found the energy theater concept to be a unique way to learn about energy.  Energy is a thread that flows through all sciences and yet one of the most challenging to explain from an instructor standpoint and a student standpoint.

            Representing energy.II. Energy tracking representations (2002) by R. E. Scherr, H. G. Close, E. W. Close, and S. Vokos resonated with me. I particularly liked the Energy Tracking Diagrams and the use of the energy tracker as a developmental tool for teachers to gain understanding. Helping teachers and students feel comfortable with content and allowing them to have multiple frames of reference that they develop will provide for richer and more meaningful understanding of a topic that is difficult.

            Teachers can memorize or locate all kinds of information, but creation requires a higher level of thinking.  I also enjoyed the inclusion idea of including science teachers in the conversation with scientist. This type of peer interaction that minimizes jargon and addresses ambiguities in an authentic environment would be an informal and powerful way of mentoring teachers to be in the process and not rely on simplistic models that lack application. I am really excited about seeing so many things I have thought about physics education being incorporated and implemented with teachers who are pivotal at the early portion of the student pipeline.

            Are you measuring the impact on students from teachers in this training? Are teachers able to participate multiple summers? What is the range of teachers who attend? Do you track students’ future course taking?

            I appreciate the freedom to come and observe and take a natural path of interest. I am trying to read what has been done, but remain open-minded about where my interests will lead.