The Department of Physics at Arizona State University offers a program of courses specifically designed to meet the professional development needs of in-service physics, chemistry and physical science teachers. Teachers can enroll in these courses in order to earn credit towards re-certification, progress toward becoming highly qualified (NCLB), to pursue a Master of Natural Science degree (MNS), or as electives in Education degrees. For some courses, the prerequisites are two semesters of trigonometry-based college physics and an introductory calculus course (brief calculus is sufficient). Currently, these courses are held during the summer. Depending on teacher interest, they may be offered at other times.
If you would like to participate in the graduate program described below, click on the links in the left frame where you can learn how to apply to the Graduate College at Arizona State University.
Comments by participating teachers, faculty, and program evaluators. View. Download.
Teachers' value Modeling Workshops: letters to ASU Dean (2008)
Executive summary/overview of program. View. Download
Physics First/Biology Last professional development in Modeling Instruction View Download.
All courses are content-intensive. Courses are in three categories:
Category I. Physics pedagogy. Core courses on physics teaching (PHS 530 & 531) are open to anyone seeking to improve their practice of teaching physics; they are required for those seeking the MNS degree. These courses provide thorough grounding in research-based physics pedagogy integrated with content in full accord with the National Science Education Standards(NSES) and use of computer technology in physics teaching. Although subject to faculty oversight, most courses in Category I and some in Category II are taught by teams of outstanding in-service physics teachers. This conforms to the "peer teaching principle" espoused by the NSES, which holds that professionals are best taught by peers who are exceptionally well-versed in the objectives, methods and problems of the profession.
Category II. Interdisciplinary science. Courses in this category:
Category III. Contemporary physics. These courses are taught by research
faculty who work in areas addressed by the courses. The listed courses span
the range of major research areas in contemporary physics. They introduce teachers
to ideas, methods and results of 20th century physics that are ordinarily taught
only to physics majors in advanced undergraduate and graduate programs. The
courses bring high school physics teachers into extended contact with research
faculty to share the excitement of scientific research. They provide unprecedented
opportunities for researchers to explain their fields to highly-motivated, well-informed
teachers and thereby influence their students.
Leadership Workshop The one-day-per-week leadership workshop is directed by experienced Teaching Associates. The main purpose is to build a cohesive peer learning community focused on action research. Teachers collectively consider how to expand what they have learned in courses through science interest groups, and how to use it in extra-curricular projects and science clubs.
Teaching Associates assist faculty in course design, development and conduct as needed. Teaching Associates are outstanding, experienced inservice physics teachers who are thoroughly versed in the methods and objectives of Modeling Instruction. Their responsibilities include:
Course design. The ultimate target for the MNS program is not the teachers themselves but their students. Therefore each course addresses the subject at a level which prepares teachers to entice and inform their students. The teachers are engaged in activities and projects that they can set up for their students. As the standard high school curriculum does not include "contemporary physics," teachers need the material developed in a modular form that can be used for extracurricular projects and interest groups or in advanced enrichment courses for seniors. In the long run, this serves to prepare teachers for sorely needed content reform of high school science. Such reform, as advocated by AAAS Project 2061, will never be achieved without preparing the teachers.
Teaching Guidelines. Faculty who teach the MNS courses agree to support the objectives of the project and adhere to the following teaching guidelines.
Doctoral program. ASU offers a doctorate in science education through a Curriculum and Instruction (C& I) Program, an interdisciplinary program between the College of Liberal Arts and the College of Education.Thus, talented teachers in the MNS program have an option to continue with doctoral research in science education.
Link to MNS degree program for high school mathematics teachers (inactive in 2012): http://mathed.asu.edu
Teachers in ASU-College of Education
M.A. in Curriculum and Instruction can take up to five of our courses as science
content electives.
Course Scheduling
Most courses in Category I are held each summer, as is the Leadership Workshop.
Courses in Categories II and III are rotated; each course is held every two
to four years, according to teacher interest. Tentative course schedule for
2013 to 2015: view download
Below is the schedule of MNS courses to be held in summer 2012.
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Modeling Workshop Courses (3 credits, unless otherwise
indicated.)
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1st summer session (3 weeks)
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Advanced courses: 2nd summer session in five weeks
(July 2-August 3, 2012: You may take up to 7 credits, including a modeling workshop)
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The course offerings are repeated in subsequent summers. Most teachers who attend
both summer sessions complete requirements for an MNS degree within two or three
summers (if they include 6 transfer credits). In summer 2009, 130 teachers participated
in 10 courses. On a 10-point scale, teachers gave every course an average overall
rating from 8 to 10. Written comments confirm that these numbers mean high teacher
satisfaction with every course.
Important information about the Summer Program for Teachers
April 2012: The Modeling Instruction staff have funding for PARTIAL TUITION
SCHOLARSHIPS for Arizona teachers in summer 2012. Download this application
form for a partial tuition scholarship or to reserve a seat in the
classroom for re-certification credit (i.e., non-credit), and e-mail it to jane.jackson@asu.edu.
NEW, AS OF APRIL 28, 2012: Cheng Modeling Instruction Scholarships
are TUITION SCHOLARSHIPS for physics teachers nationwide who might not otherwise
be able to afford a Modeling Workshop at Arizona State University. Up to 30
(thirty) scholarships of $1,500 each to non-Arizona teachers, and up
to 5 (five) scholarships of $3,000 each to non-Arizona teachers from
Title 1 school districts (defined as any public school district that receives
Federal Title I funds). These scholarships cannot be combined with other scholarships
from ASU. Application deadline was May 11, 2012. Recipients are notified on
May 21. Scholarship recipients must
* be U.S. citizens,
* expect to be assigned at least one section of high school physics in the next
school year,
* apply to ASU as non-degree or MNS degree graduate student (after May 12, ASU
charges a $50 late fee),
* take the ASU Modeling Workshop in mechanics, physical science with math, or
electricity & magnetism for credit. All three workshop courses are offered
June 11-29 at the ASU - Tempe campus. Housing can be arranged.
These 35 scholarships are offered by an individual who desires to expand Modeling
Instruction in physics, which will increase the competitiveness of American
workers in the long run.
We strongly recommend that teachers take a Modeling Workshop before our other courses, as Modeling Instruction is the foundation of our program. Most teachers find the modeling approach far superior to traditional instruction. It's adaptable to all sciences.
ASU logistics and the
application process:
How to apply to ASU and register for summer courses as a nondegree graduate
student. How to apply to the MNS degree progam. (We are at the Tempe campus,
in the college of Liberal Arts and Sciences.)
Housing Information - In summer 2012 we have comfortable apartment housing. Contact jane.jackson@asu.edu for information. (Download a Word document (or view) (2006) describing alternatives for housing in the ASU area, if you need family housing.)
FUNDING
Ask your school district to pay with Federal Title II-A
funds.
Sample grant proposal
to help you obtain funding from your school district.
List of funding sources for teachers,
from foundations and community service organizations.
How to locate and seek financial support from a
community service organization.
ASU financial aid for teachers in the MNS DEGREE program who teach in "low income" schools.
ASU tuition in summer 2012 is $539 per semester hour ($944 out-of-state).
Fees are $140 for the entire summer.
ASU tuition in summer 2011 was about $500 per semester hour (about $850 out-of-state).
ASU tuition in summer 2010 was $509 per semester hour ($849 out-of-state).
ASU tuition in summer 2009 was $485 per semester hour ($806 out-of-state).
ASU summer tuition in 2008 was $326 per credit ($571 out of state). Fees were
$25 per summer session.
To find ASU tuition and fees for any year and any category, click on "Tuition and fees schedules", etc.
ASU Requirements for the Master of Natural Science Degree
Master of Natural Science in Physics for in-service teachers
The program started in 2001, and 55 teachers earned this degree from 2003 to 2011.
Courses in physics and physical science for teachers
Category I: Physics Teaching Methods with intensive content
Category II: Integrated Science
PHS 505: Energy and the Environment (3). For
high school teachers of all sciences and math. Current problems in energy
resources, production, consumption, and conservation. Prerequisites; one semester
college chemistry. Math teachers need a strong science background.
course description. View
PHS 530: Methods of Teaching Physics I. (3)
The 1st summer Modeling Workshop. An inquiry approach to high school physics
teaching that incorporates computer technology and insights from physics education
research. Emphasis is placed on basic models and modeling in mechanics, developing
skills in scientific discourse and presentation and assessment of student learning.
Prerequisite: 2 semesters college physics
course description. View
PHS 531 : Methods of Teaching Physics II. (3 )
This Modeling Workshop provides teachers the opportunity to
expand the modeling techniques learned in PHS 530 to microscopic models of electricity
and magnetism. Prerequisite: PHS 530 or instructor approval.
Download the course description for Electricity
View
PHS 534: Methods of Physical Science Teaching I. (3)
Physical science and mathematics content integrated into coherent instructional
units. Design of curriculum and conduct of instruction for physical science
courses in high school or middle school. Instruction with collaborative inquiry
methods. (Often cross linked with MTE 598, Physical Science with Math
Modeling Workshop.) A sequel to this course was piloted as PHS594 in July 2007
and 2008.
course description/daily calendar.
View
Alignment of PHS534 with AZ Science Standards (grade 8,
high school). Download. View
ADE letter: PHS534 is content course for general science certification. Download.
PHS 540: Integrated Physics
and Chemistry (3) Emphasis on coordinating concepts of physics
and chemistry with a quantum mechanical description of atomic structure and
bonding. Prerequisite: CHM 480 or PHY 480 (PHS 530) or instructor approval;
inservice physics or chemistry teacher.
course description. View.
PHS 542: Integrated Mathematics and Physics (3)
Mathematical models and modeling as an integrating theme for
mathematics and physics.
course description. View
PHS 550: Physics and Astronomy (3) Astronomy curricula and projects for secondary school, with
emphasis on the role of physics in astronomy. Prerequisite: two
semesters college physics, knowledge of college algebra.
course description. View
PHS 556: Astrophysics (3) Structure
and evolution of stars, galaxies and the universe. For secondary school teachers.
Prerequisite: PHS550 or equivalent, knowledge of introductory calculus
course description. Download
the syllabus
PHS 560: Matter and Light (3) Interactions of light with matter. Lasers and spectroscopy.
Prerequisite: two semesters college physics and one semester calculus.
course description. Read comments from a physics teacher who took the course
in 2001.
PHS 564: Light and Electron Optics (3) Principles and practice of optical and electron-optical
instruments. Reflection, refraction and diffraction. Microscopy,
spectroscopy and holography. Instrument design, operation and
applications. Prerequisite: one semester
college physics.
course description. View
PHS 570: Spacetime Physics (3) Special and General Theories of Relativity with implications
for space and time travel. Prerequisite: two
semesters college physics.
course description
PHS 581: Structure of Matter and its
Properties(3) Models of matter and its properties:
mechanical, thermal, optical, electrical, magnetic. Prerequisite: two
semesters college physics.
course description. View
PHS 593: Applied Project: Action Research in Physical Science
(1-3) A project oriented course for inservice physical science
teachers. Action Research Projects (aimed at practical improvements in teaching
practice) will be undertaken by teams of two or more teachers. Projects begin
with a written proposal subject to approval by the instructor. Classroom implementation
and evaluation may be required. A final written report and a public presentation
to peers at a meeting or by a published paper is normally required. May be repeated
for credit.
Course description View.
Action research policy document View.
AR weekly timesheet-template View.
AR evaluation checklist View.
PHS 594: Modeling Workshop in Light (3). course description light
PHS 594: Modeling Workshop in Mechanical Waves(2). course
description View.
PHS 594: Workshops in Physical Science
(1-4) Collaborative workshops on various topics in physical
science and its integration with technology for inservice teachers.
PHS 594: Electricity for Middle/Secondary Teachers (3)
Modeling-adapted CASTLE electricity. Prerequisite: PHS534 or
PHS530/PHY 480.
course description.
View
PHS 594: Advanced Modeling Workshop (3) Cognition,
modeling discourse management, energy thread, assessment, other issues. Prerequisite:
Two modeling workshops.
View the course description. Download
CHM 594: Modeling instruction in HS Chemistry
I (3) Key concepts in 1st semester high school chemistry
from a model-centered perspective. Prerequisite: inservice chemistry or physics
teacher or instructor approval.
course description View.
View an example of chemistry modeling
in action Download
CHM 594: Modeling instruction in HS Chemistry II (2 or 3)
Key concepts in 2nd semester high school chemistry from a model-centered
perspective. Prerequisite: Modeling Instruction in HS Chemistry I.
course description. View.
PHS 598: Leadership Workshop (1) Described
above, the main purpose is to build a cohesive peer learning community
among teachers in the MNS program. Teams of teachers learn to engage in action
research. Can be repeated once for credit.
course description. View.
See also PHS 593.
Learn about the various graduate degree programs offered by the Dept. of Physics.
Here is a link to all the forms that graduate students need or you can go to the Graduate College website, click on current students. and then Graduate Student forms. Also Program of Study, petitions, graduation dealines and procedures.
Evaluation Instruments for Participants
Each teacher who receives financial support is asked to give the appropriate instrument to at least one class as a baseline post-test and in the following year as both a pre-test and a post-test, to evaluate the effectiveness of your instruction. The instruments below are password-protected. Participants are given the password during their summer coursework at ASU. Should you lose your password, you may get a reminder by contacting Jane Jackson. E-mail your test results in an Excel spreadsheet to Jane Jackson.
What Science Teachers Want for Professional Development
80 teachers surveyed about their needs/wants.
Teachers' appreciation letters to ASU administrators (2005-2007)
Return to the Modeling Instruction home page.
last updated May 14, 2012
This page is maintained by Jane Jackson jane.jackson@asu.edu