The Department of Physics at Arizona State University offers a STEM 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 an interdisciplinary Master of Natural Science degree (MNS), or as electives in Education degrees. For some courses, prerequisites are two semesters of trigonometry-based college physics and an introductory calculus course (brief calculus is sufficient). Most courses are held during the summer. Depending on teacher interest, they may be offered at other times. Starting in 2014, a course will be offered each spring semester.
Comments by participating teachers, faculty, and program evaluators. View. Download.
Teachers' value Modeling Workshops: letters to ASU Dean (2008)
Executive summary of Modeling Instruction/MNS program. View. Download
ASU brochure on program.
Modeling Instruction in science: an overview. View. Download
Physics First/Biology Last professional development in Modeling Instruction. View Download.
Modeling Workshops nationwide are listed at the American
Modeling Teachers Association website: http://modelinginstruction.org and
at http://www.ptec.org/pd/?set=Modeling
Each summer, about 50 are held, in typically 25 states.
Would you like to host (or attend) a Modeling Workshop? Download this
2-page "how to", updated in 2013.
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.
Two published articles on the ASU graduate program are:
Jane Jackson: ASU's
Preparation of Out-of-Field Physics Teachers, Journal of Physics Teacher
Education Online (2010)
D. Hestenes et al: A Graduate
Program for High School Physics & Physical Science Teachers, Am.
J. Phys.79: 971-979 ( 2011)
Doctoral program. ASU offers a doctorate in science education through a Learning, Literacies, and Technologies 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.
Teachers in ASU-College of Education
M.A. in Curriculum and Instruction: Accomplished Teaching 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 in summer 2013.
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Modeling Workshop courses in June 2013
(3 credits, unless otherwise indicated.)
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Modeling Workshop in 2nd summer session
(July: 3 weeks)
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Advanced courses: 2nd summer session
in five weeks
(July 1-August 2, 2013: 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 26, 2013:
1) FULL TUITION SCHOLARSHIPS and HALF TUITION SCHOLARSHIPS for out-of-state physics teachers in summer 2013. The deadline for the Cheng Modeling Instruction Scholarship was April 24. Recipients are notified by Tuesday, April 30.
2)PARTIAL TUITION SCHOLARSHIPS for Arizona teachers in summer 2013. ARIZONA teachers can download an application form for a partial tuition scholarship or to reserve a seat in the classroom for re-certification credit (i.e., non-credit), and/or for help in arranging low-cost on-campus housing. E-mail it to jane.jackson@asu.edu.
3) Non-resident (i.e., out of state) teachers can download a different nonresident
application form , to apply to reserve a seat for non-credit (on
a space-available basis) and/or for help in arranging low-cost apartment housing
on campus.
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 2013 we have apartment
housing on campus. Contact jane.jackson@asu.edu
for information. (In 2013 it costs $360 for 3 weeks, for a private bedroom and
shared bath.)
If you need family housing or off-campus housing, or you want tips on what to
bring to ASU and how to get around in Tempe, download
or view this UPDATED info in 2013.
HOW TO GET OTHER FUNDING
A sample budget (in 2013) for each Modeling Workshop, including housing costs.
View or
download
1) Ask your school district to pay with Federal Title
II-A funds. A sample
grant proposal to help you obtain funding.
2) How to seek financial support from a
community service organization.
3) List of funding sources for teachers,
from foundations and community service organizations.
4) ASU financial aid
for MNS DEGREE candidates who teach in "low income" schools. (Forgivable
Stafford loans, TEACH grants)
ASU tuition in summer 2013 is $556 per semester hour ($972 out-of-state).
Fees are $139 for 12 weeks but are pro-rated, thus less for a 3-week course.
ASU tuition in summer 2012 was $539 per semester hour ($944 out-of-state). Fees
were $140 for the 12-weeks, but some fees were pro-rated,
ASU tuition in summer 2011 was ~ $500 per semester hour (~ $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.
To search for any ASU course online, visit https://sec.was.asu.edu/soc.
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 60 teachers earned this degree from 2003 to 2012.
Courses in physics and physical science for teachers
Category I: Physics Teaching Methods with intensive content
Category II: Integrated Science
PHS 505/CHM 598: 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 and physics. Math teachers need a strong science
background.
Download course description. View
PHS 530/PHY 480: 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
Download 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/PHY 494: 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. (Sometimes cross linked with MTE 598.)
A sequel to this course was piloted as PHS594 in July 2007, and held every summer
thereafter.
Download course description.
or 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.
Download a template for a Modeling
Instruction lesson plan.
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.
Download course description. View.
PHS 542: Integrated Mathematics and Physics (3)
Mathematical models and modeling as an integrating theme for
mathematics and physics.
Download 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.
Download course description. View. 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.
Download 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.
Download 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.
Download 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.
Download course description.
View.
Download
Action research policy document. View.
Download AR weekly timesheet-template. View.
Download AR evaluation checklist. 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. Workshops
that have been held are listed below.
PHS 594: Electricity for Middle/Secondary Teachers (3)
Modeling-adapted CASTLE electricity. Prerequisite: PHS 530/PHY
480 or a 3-week Modeling Workshop in physical science.
Download course description or
view
PHS 594/PHY 494: Physical Science with Math
Modeling Workshop (3) Force, motion, chemistry foundations for teachers
of middle school and beginning high school. PHS 534 is recommended prior course,
but not required. Download course
description or view
Download a template for a Modeling
Instruction lesson plan.
PHS 594: Modeling Workshop in Waves (2).
PHS 594: Modeling Workshop in Mechanical Waves and Sound (3)Prerequisite: PHS 530/PHY480. Download course description. View.
PHS 594: Modeling Workshop in Light (3) Prerequisite: PHS 530/PHY480. Download course description. light
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/CHM 480: Modeling instruction
in High School 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.
Download course description. View.
View an example of chemistry modeling
in action. Download
CHM 594: Modeling instruction in High School 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.
Download course description.. View.
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.
As of 2013, we have a web page where MNS degree students can download all the necessary resources.
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) for Modeling Instruction Workshops.
Teachers' need for financial support, due to low pay and costly medical insurance. Download
How teachers want businesses to give them financial support, by a dozen Arizona physics and chemistry teachers.
Detailed business plan to support physics & chemistry teachers, by Robert (Robin) Blackford and science teacher colleagues.
Summary of teachers' need for summer tuition assistance for professional development courses in Modeling Instruction (2013). Download
Return to the Modeling Instruction home page.
last updated April 26, 2013
This page is maintained by Jane Jackson jane.jackson@asu.edu