Challenging Traditional Assumptions of Secondary Science through the PET Curriculum

Challenging Traditional Assumptions of Secondary Science through the PET Curriculum

Abstract

This study seeks to illustrate aspects of a physics classroom experience in an underserved high school through the perspective of the students. This context was chosen with the intent of determining  factors that lead to successful secondary physics education outcomes for populations historically underrepresented in STEM. Two class periods of physics were observed and interviewed in an urban high school while using the Physics and Everyday Thinking (PET) curriculum. Findings indicate that students came to value and positively identify with the activities of physics through instruction that fosters a more dignified student experience than traditional approaches.

Specifically, this experience was characterized by the valuing of students’ naïve and developing understandings and shifting the authority for validating science knowledge from the instructor to laboratory evidence and social consensus.

Keywords: Secondary, Underrepresented populations, Curriculum

Identifikasi isi abstrak:

a.       Masalah yang diteliti: “This study seeks to illustrate aspects of a physics classroom experience in an underserved high school through the perspective of the students”.

b.      Bentuk penelitian: “This context was chosen with the intent of determining  factors that lead to successful secondary physics education outcomes for populations historically underrepresented in STEM”.

c.       Subjek/sampel: “Two class periods of physics were observed and interviewed in an urban high school”.

d.      Metode: “observed and interviewed using the Physics and Everyday Thinking (PET) curriculum ”.

e.       Temuan utama: “Findings indicate that students came to value and positively identify with the activities of physics through instruction that fosters a more dignified student experience than traditional approaches”.

f.       Kesimpulan: “Specifically, this experience was characterized by the valuing of students’ naïve and developing understandings and shifting the authority for validating science knowledge from the instructor to laboratory evidence and social consensus”.

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