Implementation of physics and everyday thinking in a high school classroom: Concepts and argumentation Documents
Implementation of physics and everyday thinking in a high school classroom: Concepts and argumentation
Shelly N. Belleau,
Michael J. Ross, and
Valerie K. Otero
The Physics and Everyday Thinking (PET) curriculum is based on educational research and consists of carefully sequenced sets of activities intended to help students develop physics ideas through guided experimentation and questioning with extensive small group and whole class discussion. A high school physics teacher has adapted and implemented the PET curriculum in a low-income urban high school with the aim of removing barriers that typically limit access to traditional physics curriculum. Though PET was not designed for secondary physics students, this teacher has worked closely with physics education research faculty and graduate students to simultaneously modify, implement, and investigate the impact of PET on urban high school students' physics learning. Preliminary results indicate that the PET curriculum has great potential to provide students with opportunities for success in understanding physics concepts, as well as helping to develop scientific argumentation strategies.
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Published February 6, 2012
Last Modified April 24, 2012
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