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 may enroll in these courses in order to earn credit towards re-certification, or to pursue a Master of Natural Science degree (MNS). 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 teachers who have participated in this program, faculty, and program evaluators. View. Download.
Executive summary/overview of program. 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: http://math.asu.edu/~grad/doc/program.html
Teachers in ASU-West's M.Ed. Program can take up to five of our courses as content electives. Contact Barbara.Giles@asu.edu for advisement
Below is the schedule of MNS courses to be held in summer 2008.
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Modeling Workshop Courses (3 credits)
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1st summer session (3 weeks)
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Advanced courses: 2nd summer session in five weeks
(July - You may take up to 7 credits)
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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 2007, 150 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
The modeling instruction staff have funding for partial or full
tuition scholarships and waivers (i.e. half or free tuition) for
Arizona teachers in summer 2008. Download an application
form, and e-mail it to jane.jackson@asu.edu.
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
This link takes you to a page that tells you how to apply to ASU
and register for summer courses as a nondegree student. It also
describes how to apply to the MNS degree progam.
Housing Information - In summer 2007 we arranged comfortable apartment housing for $15/day. Contact jane.jackson@asu.edu for information. Download a Word document (or view)(updated May 2006) describing numerous alternatives for housing in the ASU area.
Click here to download a sample grant proposal to help you obtain funding from your school district.
ASU summer tuition in 2008 is $326 per credit ($571 out of state). Fees are $25 per summer session.
ASU Requirements for the Master of Natural Science Degree
Master of Natural Science in Physics for in-service teachers
Master of Natural Science in Physics with High School Certification
This option is open to graduate students with a BS/BA in physics or a comparable background in engineering. Requirements are similar to those required for the in-service option, except that the candidate must complete 36 graduate credits, including the following courses:
These 14 credits count toward the total of 36 credits required for the degree and certification.
Courses in physics and physical science for teachers
Category I: 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.
Download the 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
Download the 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. Calculus concepts are included for AP-C physics courses. 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.
Download the 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.
Download the course description.
PHS 542: Integrated Mathematics and Physics (3)
Mathematical models and modeling as an integrating theme for
mathematics and physics.
Download the 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.
Download the 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
Download the 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 the 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.
Download the 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
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 the 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: Modeling Workshops in either Models of Light or Mechanical
Waves and Sound (3). Download the course
descriptions waves light
PHS 594: Workshops in Physical Science
(1-4) Collaborative workshops on various topics in physical
science and its integration with technology for inservice teachers.
Integrated Math and Science for Middle School
(PHS 594/MTE 598)
View the course
description. Download
PHS 594: Electricity for Middle/Secondary Teachers (3)
Modeling-adapted CASTLE electricity.
Prerequisite: PHS534 or PHS530/PHY 480.
View the course description.
Download
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.
syllabus/description View.
View an example of chemistry modeling
in action Download
CHM 594: Modeling instruction in HS Chemistry II (3) Key concepts in 2nd semester high school chemistry from a model-centered perspective. Prerequisite: Modeling Instruction in HS Chemistry I.
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.
Download the course description
Download action research policy document
Learn about the various graduate degree programs offered by the Dept. of Physics.
Here is a link to all the forms that Grad students need,
or you can go to the Grad College website at http://www.asu.edu/graduate/, click on current students. and then Graduate Student forms.
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. The instruments below are password protected. Participants will be given the password during their summer coursework at ASU. Should you lose your password, you may get a reminder by contacting Jane Jackson. Email the test results in an Excel spreadsheet to Jane Jackson.
Return to the Modeling Instruction home page.
last updated 9/5/08