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Abstract Title: Holistic Support for Physics Education Reform: Initial Results from the PEER Curricular Suite
Abstract: Our study reports on a field test examining the impact of the Physics through Evidence: Empowerment through Reasoning (PEER) curricular suite on high school students' conceptual understanding and attitudes towards physics. The PEER suite holistically supports K-12 physics teachers' implementation of student-centered reform pedagogies that engage students in developing scientific principles from evidence. Components of the curricular suite include NGSS-aligned curricular materials, targeted professional development with intentional fostering of professional communities, and assessment of multiple dimensions. Seven physics teachers field tested PEER during the 2016-2017 school year and were compared to four physics teachers using a traditional approach. Findings indicate that PEER classes had higher normalized learning gains and shifts in attitudes towards physics than traditional classrooms. These results suggest that more holistic approaches towards supporting physics education reform may be successful in ensuring classroom transformation.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session III
Poster Number: C45
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: William Lindsay
University of Colorado Boulder
249 UCB
Boulder, CO 80309-0249