* Three key course developers have 50+ years experience teaching large introductory physics courses in traditional format. We became increasingly frustrated trying to "get students to think," in spite of doing a very good job as instructors in the traditional course. (One received the campus distinguished teaching award for introductory teaching.) * Previously worked extensively with middle-grade and high school science teachers, encouraging a Constructivist perspective on teaching and learning and developing constructivist based curriculum materials: Northern California Science Project, 1984-1990, (NSF grant #TPE 8751748) * Developed and used constructivist approaches in professional development course for K-6 teachers who have little or no background in physics/physical science and little confidence in their ability to teach science successfully: California Science Project of Sacramento, 1991-present. This 90 hour course is taught totally using constructivist teaching approaches. * Beginning in 1990 developed and implemented constructivist based labs to accompany the first half of the "non-calculus" physics course at UC Davis. Constructivist elements within these labs include cooperative learning groups, specifically addressing student misconceptions, and an emphasis on conceptual learning. * Developed Departmental TA Training Program involving: beginning and mid-year retreats and mid-year and end of quarter TA reviews (peer, video, and mid-quarter class interview). * Involved in the Science Credential Intern Program (NSF Grant # TPE-8955386), designed to aid members of under-represented groups in becoming competent and credentialed physical science teachers. Used a constructivist approach in teaching, both to increase student conceptual understanding and to model teaching methodologies. This methodology modeling has been especially successful in changing credential student teaching strategies.
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