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The PET suite: Physical Science Curricula that Prepare Elementary Teacher Candidates for the NGSS

Fred GoldbergSan Diego State University

Supported by the National Science Foundation, San Diego State University, the California State University, the S. D. Bechtel, Jr. Foundation and Chevron Foundation

CSUDH STEM in Education ConferenceJune 7, 2014

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The Physics and Everyday Thinking Suite of Curricula

A main goal is for students to see that the core ideas of physical science emerge from engagement in the practices

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The PET Suite of CurriculaModules

• Developing Models of Magnetism and Static Electricity

• Interactions and Energy

• Interactions and Forces

• Mechanical and Electromagnetic Waves

• Physical Changes and Chemical Reactions

• Teaching and Learning Physical Science

• Engineering Practices are integrated throughout all the modules

• Each module available in three implementation versions: small class, large class and online

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Curricula designed around Learning Principles*

• Learning builds on prior knowledge• Learning is a complex process requiring scaffolding• Learning is facilitated through interaction with tools• Learning is facilitated through interaction with

others• Learning is facilitated through the establishment of

specific behavioral practices and expectations (norms)

*Goldberg, F., Robinson, S. and Otero, V. Design principles for effective physics instruction: A case from physics and everyday thinking. Am. J. Phys. 78 (12), Dec 2010.

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Example from Waves Module: Light and Color

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Initial Ideas – small class

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Initial Ideas -- Prediction

Most students said they would seen brown, drawing on their experience mixing red and green paints.

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Initial Ideas -- Observation

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Students made further observations

Mixing of Color Lights

• Red + Green = Yellow• Red + Blue = Magenta• Green + Blue = Cyan• Red + Green + Blue = White

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The Color Spectrum

Look through spectral glasses at light source

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Simplifying the Color Spectrum

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Look through the red gel

• What color does the square appear to be?• Why does this happen? What does the gel

do to the light?

What does a red gel do to the light?

CQ 2-3: With Whom do you agree?

A. KristenB. VictorC. Daryl

Looking at spectrum while holding color gel in front of eye

Best to hold gel so you can see full spectrum above, and the spectrum through the gel below.

• Based on your observations, does a gel seem to add its color to the light, take away some colors from the spectrum, or both add and take away?

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Observations and Discussion in Small Class

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Observations and Discussion in Large Class

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Example from Developing Models of Magnetism and Static Electricity Module

• Students perform experiments to collect evidence about behavior of magnetized objects

• Students propose initial models that are shared with class

• Students make and test predictions, and revise their models according to evidence

• Class consensus on final model of magnetism

Example from large class implementation

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Initial Experiments: How do magnetized objects behave?

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Students then proposed initial models to account for two-endedness of magnetized nails.

N-PoleS-Pole

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Predictions & Observations

Students then observe that when a magnetized nail is cut in half, each half is magnetized with its own N and S Poles.

Students next observe that when a magnetized nail is cut in 1/3 – 2/3 pieces, each piece is still magnetized with its own N and S Poles.

Students need to modify their initial models to account for this new evidence. Groups revised e-mail models to instructor.

Do you like your model or is there a model you want to appropriate?

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Students share revised models

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Students Consider the Collective Effect of Several Magnets

• Background: Students have observed that either the N or S Pole of a magnet can pick up paper clips

• What happens if you have a bunch of magnets?

Effect of 10 magnets with Poles aligned

Group discusses predictions

Class votes on Clicker Question

Same # paper clips

Fewer # paper clips

Class discusses predictions

Reasons behind predictions• Chose A: Same number

– Class observed that either Pole of a magnet picked up paper clips, so it shouldn’t matter which Poles were facing paper clips, the 10 would still pick up the same number.

• Chose C: Fewer # paper clips– Paper clips became magnetized when the bar magnets

touched them; they are now like little magnets, with North and South Poles.

– Students know that like Poles repel and opposite Poles attract– So the half of the magnets that are turned around would

repel paper clips and the other half would attract, causing many fewer to be picked up

Show video of what happens

Class interprets results

Reasons after observation• One way of thinking: the oppositely pointed Poles of

the magnets cancel each others’ effects, so it’s like having no magnets picking up paper clips.

• Another way of thinking: the paper clips became magnetized during the first demonstration, thus there were equal amounts of attractions and repulsions of the paper clips, causing no net effect.

• Additional observations and discussion followed to help class come to a consensus on how to think about this situation

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Class Consensus: Alignment ModelUnmagnetized Nail

Magnetized Nail

After rubbing with N-Pole of magnet from the head to the tip of the nail …

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Impact

• In both small and large class versions of curriculum– Significant gains in conceptual understanding– Significant positive shifts in attitudes and beliefs

about science and science learning

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For More Information About the PET Suite of Curricula

• Contact fgoldberg@mail.sdsu.edu