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Abstract Title: Classroom-Based Field Experiences in High School STEM Academies: Opportunities to Observe and Participate in High-Leverage Science Teaching Practices
Abstract: In a scholarship program created to recruit and better prepare secondary physical science teachers, undergraduates majoring in the physical sciences or engineering had an opportunity to participate in an innovative classroom-based field experience.  These field experiences took place in the unique classroom contexts of STEM-focused academies within traditional public K-12 schools.  One of these academies was a project-based engineering academy with an integrated physics, visual arts/design, and engineering curriculum.  The other academy included separate courses in physics and engineering that focused on environmental issues.  In this study, I investigated how undergraduate physics majors participated in the two academy contexts.  I specifically examined their opportunities to observe and participate in high-leverage science teaching practices and how their visions of effective science teaching changed after participating.  I then compared and contrasted these findings across the academy contexts.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Stacey Carpenter
University of California, Santa Barbara

Contributed Poster

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