PERC 2016 Abstract Detail Page
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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 |
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| 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 | |
| Contributed Poster: | Download the Contributed Poster |
