“ You are a scientist working for the state department of nuclear safety. Some people in a small community feel their health is at risk because a company keeps thorium piled above ground at one of their plants. What action, if any, should be taken?
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“ You are a member of a county board.
Certain individuals want to develop a lowlevel-radioactive waste disposal in your county as a way of generating jobs. Others disagree, citing concerns about health risks such as ground water contamination and increased cancer rates. How do you fairly and equitably resolve this dispute?
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ISU Physics Teacher Education Program

“ A wind energy consortium is hoping to build a 250-unit wind farm in central Illinois. The consortium has been completing contracts with local farmers to erect 400-foot-tall, three-propeller wind mills on their lands.
Local home owners are up in arms about the pending development. You are a judge and have been asked for a restraining order. What do you do?
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ISU Physics Teacher Education Program

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 helps develop mastery of core subjects and
21st century themes (English; Reading or
Language Arts; World Language; Arts;
Mathematics; Economics; Science; Geography;
History; and Government and Civics) weaves 21st century interdisciplinary themes into core subjects (Global Awareness;
Financial, Economic, Business and
Entrepreneurial Literacy; Civic Literacy; Health
Literacy; and Environmental Literacy)

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CREATIVITY AND INNOVATION
CRITICAL THINKING AND PROBLEM SOLVING
COMMUNICATION AND COLLABORATION
INFORMATION LITERACY
MEDIA LITERACY
ICT (Information, Communications and
Technology) LITERACY

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FLEXIBILITY AND ADAPTABILITY
INITIATIVE AND SELF-DIRECTION
SOCIAL AND CROSS-CULTURAL SKILLS
PRODUCTIVITY AND ACCOUNTABILITY
LEADERSHIP AND RESPONSIBILITY

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 substantial, broad, and interconnected learning engaging and motivational shows relevance of science in authentic situations models scientists working in context demands use of higher-order thinking skills helps students learn how to learn shows the applicability of learning stresses learning over teaching utilizes Internet and other learning technologies

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Partnership for 21 st Century Skills http://www.p21.org/

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 confronts students with a problem that has no clear or “ easy ” solution.
places students in active roles as real-world problem solvers requires students to gather and use scientific data or other evidence requires students to evaluate arguments coming from a variety of sources

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 teacher models / coaches / fades
◦ ask about thinking
◦ probe / challenge
◦ keep students involved
◦ monitor / adjust challenge
◦ manage group dynamics students become active problem solvers
◦ actively engaged
◦ construct meaning
◦ become self directed

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ill-structured problem based on desired outcomes, learner characteristics, and compelling problems.
teacher anticipates learners ’ needs teacher makes resources available
facilitates student definition of problem through cycles of “ know / need to know ” teachers model, coach, and fade in supporting student learning process

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 and evaluation is tentative and changing judgments often has no “ right ” solution or answer
 of evidence and logical argumentation provides challenge and motivation
◦ appeals to human desire for resolution
◦ sets up need for and context of learning

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 location of a theme park in an environmentally sensitive area building a nuclear power plant in someone ’ s
“ backyard ” dealing with the global warming controversy the conservation of energy nuclear energy vs. fossil fuels the trial of Galileo creation vs. evolution funding to search for NEO asteroids/comets

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 relativity theory (can this be real?) the atom, radioactivity, and humanity thermodynamics and creationism nature of the world system electricity & the electronic revolution (Big
Brother, virtual reality, video games) thermodynamics & the automobile fossil fuels vs. alternative energy sources radiation and food "sanitation ”

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 students generate a “ product ” in accord with original problem statement excellent location to use authentic / alternative assessments:
◦ self assessment
◦ peer assessment
◦ teacher assessment

The Range of Teaching Methodologies
Lecture
Problem-focused discussion
Teacher-led discussion
Role playing
Case method
Anchored problem solving
Discovery-based inquiry
Authentic situation
Problem-based learning

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Can be time consuming
Sometimes students must “argue” against their beliefs
Not always perceived as “learning”
Keeping students on task
General issues encountered with “group work”
Is the content lost?
Resistance of students

 http://phy.ilstu.edu/pte/311.html