Re: Physics for Ninth Graders?

[Rick Tarara <rtarara@SAINTMARYS.EDU>]

----- Original Message -----
From: "Michael Edmiston" <edmiston@BLUFFTON.EDU>
> Anyway, I would maintain that we are supposed to be doing this, and we
> generally say we have been doing this for quite some time.  Science is
> supposed to be part of the curriculum from kindergarten all the way
through
> high school.  Students are supposed to see some physics each year with
each
> successive year building on the former.  One problem is that the early
> science teachers (not really science teachers) have concentrated too hard
on
> reading, writing, and arithmetic.

Unfortunately they are not being very successful.  This then leaves us with
a dilemma--if the students are poor in reading and arithmetic, how
successful will they be in science, even with a decent teacher.  We can, of
course, argue that ALL the other subjects are APPLICATIONS of reading,
writing, and arithmetic and if used wisely can both reinforce and expand
student's skills in those base areas.  However, the more common reality is
that the science is presented as reading assignments which too many students
can't handle (including, sadly, many of our post-secondary students) and any
simple problem may require some critical thinking and some math application
that students have not been trained to handle.  Despite math curricula and
materials that stress 'word problems' to apply the math skills, far too many
elementary teachers still religiously avoid this type of exercise.

> They teach very little science and
> totally neglect physics.  They know almost zero physics themselves; they
> never took a physics course... period.  So students have never had a true
> spiral approach to physics even though the curriculum says they should.
>
> I know elementary school teachers who are supposed to be teaching science,
> but actually admit they just leave it out.  They do this because they
don't
> know science.  But they rationalize their actions by saying, "my students
> are having trouble reading and writing so I have to spend more time on
that
> because it is more important."  I also know teachers who say they are
> teaching some science, but it amounts to collecting insects and leaves and
> recording the temperature each day.

> We are trying to change this, but it is taking time and considerable
effort.
> In Ohio the new licensing procedure requires that science teachers in
grades
> 4 through 9 must have had a science concentration in college.  At Bluffton
> College our teacher-education students headed for grades 4-9 science have
to
> take a year of physics, a year of biology, one semester of chemistry, one
> semester of astronomy, and one semester of earth science.  The have to
pass
> these courses with a C or higher.  Each course has lab.  When these
students
> become teachers they should be capable of teaching the curriculum
properly.
>
I would extend this right down to 1st grade.  Actually, what I would suggest
is that there be separate licensing for language arts and math/science for
all elementary teachers.  Even at the earliest levels, this may then require
students to have two teachers during the year/day.  Of course it would be
possible for a single person to have credentials in both areas.  It makes no
sense at all to put math-phobic people (a good percentage of el-ed majors)
in charge of teaching our students their beginning math.

Rick

**********************************************
Richard W. Tarara
Professor of Physics
Saint Mary's College
Notre Dame, IN 46556
rtarara@saintmarys.edu

FREE PHYSICS INSTRUCTIONAL SOFTWARE
www.saintmarys.edu/~rtarara/
PC and MAC software
NEW! SIMLAB2001--AIRTRACKS & BALLISTIC LAUNCHER
CD-ROMs now available
******************************************************