The Modeling Instruction Program is dedicated to
This page serves as a portal to various components of the program. The approach to reform of curriculum design and teaching methodology has been guided by a Modeling Theory of Physics Instruction, the focus of educational research by David Hestenes and collaborators since 1980. Implementation through Modeling Workshops for high school teachers has been supported by grants from the National Science Foundation from 1989 to 2005. The documented success of the workshops and the enthusiastic response of the teachers has stimulated institutionalization and expansion of the program through increased involvement of university physics departments.
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Modeling Instruction in High School Physics, Chemistry, and Physical Science Modeling Instruction in Physics was recognized in 2000 by the U.S. Department of Education as one of the seven best K-12 educational technology programs out of 134 programs evaluated. Modeling Instruction in Physics was recognized in 2001 by the U.S. Department of Education as one of two exemplary programs in K-12 Science Education out of 27 programs evaluated. |
NSF report: Findings of the Modeling Workshop Project: 1994-2000. Download pdf
NSF report: Findings of the ASU Summer Graduate Program for Physics Teachers (2002-2006) Download pdf
Opportunities for Professional Growth
The National Science Education Standards(NRC, 1996) emphasize that "coherent
and integrated programs" supporting "lifelong professional development" of science
teachers are essential for significant reform. "The conventional view of professional
development for teachers needs to shift from technical training for specific
skills to opportunities for intellectual professional growth."
The recent Glenn Commission report Before It's Too Late
states:
"We are of one mind in our belief that the way to interest children in
mathematics and science is through teachers who are not only
enthusiastic about their subjects, but who are also steeped in their
disciplines and who have the professional training—as teachers—to
teach those subjects well. Nor is this teacher training simply a matter
of preparation; it depends just as much—or even more—on
sustained, high-quality professional development."
The following programs are designed to meet this need:
ASU Graduate
Program for Teachers of the Physical Sciences
Professional development courses and workshops for teachers of high
school physics and chemistry and junior high physical science.
Course list for summer 2008 (updated April 16, 2008)
Modeling Instruction Workshops Nationwide for Summer 2008 (updated March 2008)
Link to the American Modeling Teachers Association (AMTA)
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NSF-supported research to reform introductory physics at the university/college
level. (updated Dec. 2007) |
Research findings, publications and evaluation instruments [Force Concept Inventory (FCI), Mechanics Baseline Test (MBT), and Views About Science Survey (VASS)]. Dissertations; evaluations of Modeling Instruction and other programs in physics. Also, two taxonomies of student conceptions about force and motion.
Cognitive Instruction in Mathematical Modeling (under construction)
Professional Development and Community
A Critical
Role for Physics Departments in K-12 Science Reform, by David
Hestenes and Jane Jackson (2004, 160kb)
AzAAPT - Follow this link to learn about the activities of the
Arizona Section of the American Association of Physics Teachers.
Local Physics
Alliances - Learning communities of physics teachers.
University - School partnerships
- for sustained science education reform.
Documents
for persons who want to seek funding and organize a Modeling Workshop
National Center for Physics Education
A proposal to stimulate action by the physics community, submitted
by David Hestenes to the AAPT.
This page is maintained by Jane Jackson.
Last updated on April 16, 2008
