Teaching Physics in High School: What Do We Know?

• In Event: Roundtable Session 55
  In Roundtable Session: Science Across Contexts and Curricula: What Do We Know?

Abstract

There are many reports and assumptions made about teaching physics in American high schools, however, there is a lack of empirical studies of common instructional events that take place in physics classrooms. The research investigated classroom conditions and strategies that make up physics teaching in classrooms and related the findings to teacher professional development agendas. Classrooms in 72 schools were investigated through a mixed design descriptive study. Results found important differences in the way teachers reported their classrooms as compared to students or classroom observers. The results provide a unique picture of the interrelated variables currently affecting physics teaching. Implications have impact on the way physics teachers are prepared and how professional development needs of in-service physics teachers are met.

Authors

• Dennis Sunal, The University of Alabama

• Cynthia S. Sunal, The University of Alabama

• John A. Dantzler, The University of Alabama

• Marsha Emelene Simon, The University of Alabama

• James Wl Harrell

• Tara Y Ray, Univsersity of Alabama

• Mohan D Aggarwal, Alabama A&M University