STIMULATING MINDS TO
COMPETE AND INNOVATE
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A COLLABORATIVE APPROACH TO MIDDLE AND HIGH
SCHOOL SCIENCE EDUCATION
Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
A. ANIL KUMAR
ELECTRICAL
ENGINEERING &
PHYSICS
ORION CIFTJA
PHYSICS
LINDA L. GARNER
LEADERSHIP &
COUNSELING
PRAIRIE VIEW A&M UNIVERSITY
5TH
A Member of the Texas A&M University System
CHANCELLOR’S INVITATIONAL CONFERENCE
HOUSTON, JUNE 24-26, 2004
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WHAT WE WANT TO SHARE WITH YOU
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
Science Education - Issues and Concerns
Advances at PVAMU since the last conference
Science Education Center - A Report Card
Approaches in other parts of the world
Actions Needed
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OUR BOTTOMLINE MESSAGE
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Economy is becoming global. So is education.
We need to stop burying ourselves in statistics and
start addressing the science education issue in a
truly systemic fashion.
In particular, since our existing approaches are not
yielding the desired outcomes, we need new, viable
and global strategies.
If we do not act quickly, we may lose our
competitive edge globally since other developed and
developing countries are making bold moves in their
educational systems.
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE PROBLEM - MULTI-DIMENSIONAL
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
High school students are graduating with an unacceptably low
level of science and mathematics skills.

There is generally a declining interest in the study of science.

Teachers are being blamed for having inadequate preparation
and lack of competence in content and pedagogy.

Students do not learn physics
traditional classroom instruction.

They memorize “plug and chug” techniques, get 80% on a
physics exam, but only score 50% on a multiple choice concept
survey.

The general perception is that scientists are odd and peculiar
people, scientists have few other interests but their work,
scientific work is dangerous, and that physics is old-fashioned,
outdated, irrelevant to modern society.
concepts
very
well
under
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
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The ongoing and overwhelming need for
In-service teacher enhancement
programs in physics at the most basic
level points to the to the failure of
programs at the university level to
adequately prepare students for
classroom teaching.
- Shaping the Future, NSF, 1996
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REFORMS VS. RESULTS
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A new study asks why, despite decades of reform,
massive infusions of funds, aggressive efforts by
policymakers, and the strong commitment of
educators, there is no significant improvement in
academic proficiency of high school graduates,
closure of the achievement gap, and increase in high
school graduation rates.
From the study, Paying For Education, Texas Public
Policy Foundation co-published with the Milton and
Rose D. Friedman Foundation.
http://www.texaspolicy.com/, May 5, 2004
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
SEEING SCIENCE EDUCATION ANEW
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
The traditional science education needs to be re-thought.

Teachers have to be able to promote the student’s problem
solving skills, autonomy and ability to reflect, conceptual
thinking.

It is important to create new teaching and learning styles
supported by new media and technology, and to accommodate
different learning styles.

Teachers should teach at the concept level, not at a minimal
level.

Teachers need to see their roles more as consultants a la Peter
Drucker than information conveyors.

That is, schools should help students identify their potential,
develop that potential and determine their potential directions
of growth.
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THIS IS NOT REALLY A NEW CONCEPT!
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“It is necessary for the teacher to guide
the child without letting him feel her
presence too much, so that she may
always be ready to supply the desired
help, but may never be the obstacle
between the child and his experience.”
- Maria Montessori
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STATE BOARD OF EDUCATION (SBOE) PROPOSED
HIGH SCHOOL SCIENCE REQUIREMENTS
BEGINNING IN 2005-06
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One credit must be a biology credit (Biology, Advanced Placement (AP)
Biology, or International Baccalaureate (IB) Biology).
Two credits from (no more than one credit from each of the areas): (i)
Integrated Physics and Chemistry (IPC), (ii) Chemistry, AP Chemistry, or
IB Chemistry, and (iii) Physics, Principles of Technology I, AP Physics, or
IB Physics.
One credit from one of the following areas:
I.
Geology, Meteorology, and Oceanography (GMO);
II. Environmental Systems;
Little
III. Aquatic Science;
meaningful
IV. Astronomy;
content can be
V. Anatomy and Physiology of Human Systems;
VI. AP/IB Biology;
adequately
VII. AP/IB Chemistry;
taught in this
VIII. AP/IB Physics;
way.
IX. AP/IB Environmental Science; and
X. Scientific Research and Design.
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FRAGMENTATION
Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
Intended
What
policymakers
decide should
be done.
(minimal standards/
benchmarks)
Implemente
d
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Attained
What
teachers
do.
What
students
learn.
(teach to
the test)
(how to
pass tests)
Questions:
Is this adequate? Does this meet the state’s and nation’s
workforce needs?
P-16 alignment between various stages of the
educational process is not enough.
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CURRICULAR ALIGNMENTS!
Alignment is A Good Starting Point But More is Needed!
Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
School Curriculum
Workforce
Preparedness
College Curriculum
A MORE REALISTIC PICTURE
partial involvement in curricular
preparation
Uneven Curriculum
Limited Physics
Requirements
inadequate
involvement
Inadequate Teacher
Preparation
Inadequate # of
Physics Teachers
Inadequate exposure
to physics
Diverse Curricula
Content vs. Pedagogy
Lack of interested
faculty
poor
match
More focus on
content,
less on
how to teach
better
match
Workforce
Preparedness
little, if any, involvement in curricular preparation
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
WHAT IS NEEDED?

Appreciation of arenas of influence

Coherence in the curriculum - courses/ sequences
too fragmented

Awareness/interest on part of faculty to update
teaching techniques, incorporate assessment

Emphasis on transferable skills

Feedback followed by continual quality improvement

Scalability and sustainability of successful efforts
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PVAMU’S APPROACH - A SYSTEMIC SOLUTION
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
Components of our approach:
 Interactive Learning Environment - Science Education
Center
 Student projects - relevant to learning and real world
 Teacher-Faculty collaboration - Teacher In Residence,
Faculty In Residence, continual feedback and assessment
 Involvement of parents and community leaders in student
development
 Sustainability via throughout-the-year mentoring, periodic
interaction with university and industry personnel, and
building communities of practice.
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
SCIENCE EDUCATION CENTER
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SCIENCE EDUCATION CENTER A BRIEF REPORT CARD
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
PROJECTS

Inventor-Wild-Wind

Ferris Wheel

Electronic Arcade

RoboLab

Aircraft Carriers - Arrested Landing and Catapulting

Magnetic Levitation

Solar Physics - Solar House, Heat Pump

Structures - Bridges, Roller Coasters

Weather Analysis and Forecasting
AND MANY, MANY MORE!
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
ROLE OF SEC IN TEACHER PREPARATION
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 Students from the colleges of education and in-service
teachers will be exposed to field-based classroom activities
in addition to the laboratory sections they enroll in physical
science courses.
 The SEC also allows students from the colleges of
education start their field-based classroom activities earlier
via their involvement in student projects.
 The SEC provides a practical perspective rather than just a
theoretical approach to pedagogy.
 It will provide an excellent framework for teacher-faculty
collaborations to explore new techniques of teaching and
for publications in physics education research.
 It will provide an excellent venue for linking teachers with
industry personnel.
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TEACHER-FACULTY COLLABORATION
Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
 A Science Teacher In Residence (STIR) Program
recommend to the physics faculty curricular revisions.
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to
 STIR can serve as a reality check for pre-service teachers
and university faculty.
 STIR can use this experience to develop professionally, in
particular obtain graduate degrees.
 A mentoring program conducted by STIRs can provide
induction experience for pre-service and novice science
teachers.
 Create and disseminate a list of appropriate Internet sites
appropriate to age groups.
 Create an Internet community for each student group history, cultures, sharing of information, etc.
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
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"The things we have to
learn before we can do
them, we learn by doing
them."
- Aristotle
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
TYPICAL RANGE OF ACTIVITIES
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
Briefing to the students on goals, laboratory practices, safety
issues, responsibilities

Team assignments

Project Activity – computer simulations, hands-on model
construction, comparative features between the simulations,
models and real live situations

Open-ended investigations involving experimental design and
computer simulations

Reports on status - before lunch and end-of-day

Final product demonstrations

Debriefing for the day

Follow up activities – report submission, revisit the laboratory,
electronic communication, show and tell in classes
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
SEC - OUR FIRST FORAY
TYLER
JAMAUL
TREVOR
NICOLAS
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE FERRIS WHEEL
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE ROLLERCOASTER
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE CYBER SWARM
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE ELECTRONIC ARCADE
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE ROLLERCOASTER
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
THE PITCHER
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SEC’S ACTIVITIES THIS SUMMER
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 4 Middle/High School students participating in a
series of projects during June-July.
 They also participated in setting up new equipment.
 17 11th-12th graders (Summer Transportation
Institute) from across Texas participated in 1-day
event on 23rd June.
 A similar event is planned with Bellville Middle/High
Schools for July 2nd week
 A half-a-day meeting with science teachers is being
planned for science and mathematics teachers from
Waller, Hempstead and Royal HS in July.
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
SUMMER TRANSPORTATION INSTITUTE
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
SUMMER TRANSPORTATION INSTITUTE
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
SUMMER TRANSPORTATION INSTITUTE
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SEC’S ACTIVITIES THIS FALL
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 Students, teachers, parents from Waller, Hempstead, Royal,
and Eisenhower HS participating in 1-day project building
events at least once a month.
 Physics Faculty/Staff visiting schools with Mobile Labs.
 Physics Department hosting science teachers’ webpages with
news and resources updated frequently.
 Periodic meetings between physics faculty and science
teachers to continually evaluate and assess activities, plans
and determine future actions.
 Prepare and submit collaborative proposals for simultaneously
enhancing the schools and the university.
 Enhance programs for teacher development - professional
development and educational advancement.
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
PVAMU’S APPROACH SUPPORTS THE TEXAS
SCIENCE INITIATIVE
Still under development by the Texas
Education Agency, the Texas Science
Initiative aims to eliminate student
performance gaps in science by developing
and
implementing
training
for
science
educators, improving the quality of science
instructional materials and creating higher
standards for science education.
http://www.governor.state.tx.us/priorities/edu
cation/perryrecord
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
ACTIONS AROUND THE WORLD - EUROPE
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The Bologna declaration, made in June 1999 in Bologna by the
higher-education ministers from 29 European nations (now signed
by 40 nations), commits their governments to reforming their
university systems to create a so-called European Higher
Education Area by 2010.
The declaration has four ambitions.
(i) Improve the quality and effectiveness of the education
provided by Europe's universities, particularly so that
graduates are more employable.
(ii) Promote mobility of students, especially graduates.
(iii) Make European universities more attractive in the emerging
global market for students.
(iv) Extend the notion of a European "identity" from politics and
economics into the cultural and educational spheres.
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
LOCAL CURRICULAR ALIGNMENTS ARE NOT ENOUGH!
"Any country with an old-fashioned or peculiar
degree structure will run the risk of having
problems in relation to other countries, and its
students may suffer when their degrees are not
understood by foreign employers. If we want to
create a competitive common European labor
market, a common degree structure will be
essential.”
- Torsten Kälvemark, International
Developments in higher education for the
Swedish government
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
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TO RECAPITULATE
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
A LOT IS EXPECTED OF TEACHERS!
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
Have thorough knowledge of the subjects they teach

Demonstrate the ability to assess and increase student learning

Manage classrooms effectively

Care about the academic, social, civic, and personal success of all
students

Use technology effectively to promote student learning

Collaborate with colleagues, parents, & community members to
advance positive learning environments

Demonstrate relevance of material to real world

Are active and reflective learners
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TODAY’S STUDENT IS DIFFERENT
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
(So Called Generation Y—Millenials)
25%+ of Americans
70 Million People



Value Diversity/Change
Techno-savvy
Want Work to be Meaningful
Key Word: Realistic
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NATURAL BUT DIFFERENT OUTLOOKS
Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
Traditionalists
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Build a Legacy
Baby Boomers Build a Stellar
Career
Generation X
Build a Portable
Career
Generation Y
Build Parallel Careers
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
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We need to rethink our goals
and approaches!
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
PARTING THOUGHT
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“There are young people out there cutting raw
cocaine with chemicals from the local hardware store.
They are manufacturing new highs and new products
by soaking marijuana in ever changing agents, and
each of these new drugs is more addictive, more
deadly, and less costly than the last. How is it that we
have failed to tap that ingenuity, that sense of
experimentation? How is it that these kids who can
measure grams and kilos and can figure out complex
monetary transactions cannot pass a simple math or
chemistry test?”
- Senator Kohl, from the U.S. Senate Hearing: "Crisis
in Math and Science Education"
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
FINALLY
“Children are young,
but they are not
naïve. And they are
honest.
They are not going
to keep wide awake
if the
story is boring.
When they get
excited you can
see it in their eyes.”
- Chinua Achebe
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Kumar-Ciftja-Garner/Chancellor’s Conference/June 25,2004
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Support from the
Regents’ Initiative
is Gratefully
Acknowledged.
ANY QUESTIONS?
We invite you to collaborate with us. Please visit us at
http://www.i2i.pvamu.edu/physics/index.htm
and/or send us an e-mail at
anil_kumar@pvamu.edu.
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