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Physics Curriculum Reform: How Can We Do It?

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Physics Curriculum Reform: How Can We Do It? PHYSICS CURRICULUM REFORM: HOW CAN WE DO IT? Robert G.Fuller, Department of Physics and Astronomy, University of Nebraska -Lincoln, USA The physics community in the United States of American is facing a crisis. This crisis has been described in presentations and papers at professional meetings in various ways. Let me introduce you to the crisis faced by the physics community by discussing three different published papers that present views of this crisis. First is the paper by David Goodstein, Provost of the California Institute of Technology and a physicist who co-authored The Mechanical Universe television series and textbook. According to Provost Goodstein "The Big Crunch" occurred in the 1970s which was the end of 100 years of exponential growth of science in the USA. No longer was increase financial support and national interest in science guaranteed. Our educational institutions are poorly adapted to deal with a different future. In the USA science education has produced the Paradox of Scientific Elites and Scientific Illiterates. We have a small cadre of exceptional scientists and a broad population of scientific illiterate people. The model for science education in the USA has been described as a leaky pipeline. This is the wrong. Mining and Sorting is a better metaphor for science education in the USA. The purpose of the education enterprise has been to sort out the student unworthy of a professional degree in science. It reaches its culmination in graduate school. Research professors obtain external funding, independent of the needs of the institution, to run their research programs. In the steady state each professor needs to turn out ONE Professor for the next generation. In the golden era of physics, research professors would turn out one PhD per year! The profession of teaching physics in the USA today has only two purposes: to turn out physicists and to act as a gate keeper We must turn the problem around. Physics has tremendous assets. Physics is a vast body of human knowledge. In some ways, physics is the central triumph of human intelligence. Physics has paved the way of civilization to our victory over mystery and ignorance. The methods of inquiry and analysis used in physics that have produced that body of knowledge. The reasoning patterns used and developed in the study of physics are the keystone of scientific reasoning. Hence, an undergraduate physics major program must become the essence of a liberal education for the 21st century. Unfortunately, everything about the way we teach physics today is useless for this vision and I do not know the first step in that direction. How do we teach physics for all citizens rather than just a scientific elite? I believe the key to teaching anything is to remember what it was like not to understand the thing. Provost Goodstein ends his paper by pointing us in a direction for physics education for the next generation [1]. The next paper I want to discuss is a paper by Sheila Tobias. Ms. Tobias is not a physicist. She was trained in the humanities and first became noted for her famous book on mathematics anxiety. {Sheila Tobias first wrote Overcoming Math Anxiety in 1978. In her updated version, published by W. W. Norton in 1994, she enlarges on her analysis of the attitude and approach variables that interfere with students' performance in college-level mathematics.} In her paper published in the American Journal of Physics in 2000, Ms. Tobias raises several questions about various aspects of physics education in the USA. Many of the most prestigious secondary schools in the USA, offer advanced placement (AP) physics courses. These AP courses are a second year of physics intended for an elite corps of secondary school students. How useful is AP physics? There is a national movement in the USA towards standardized testing and in-class examinations. Yet examinations can constrain educational innovation. There are a variety of national rankings of physics departments. How do we figure teaching into a department's rank? In fact, if you look at the descriptions of the interests of physics faculty members at major universities you will almost find none who express a professional interest in physics education! We must start a national movement to require high school physics for entrance into college. This means that we must develop courses in "Science for all"...not just an option for some. Physics departments must cultivate their "clients." They need to establish permanent liaisons with the engineering and life science communities who require their students to take physics courses. Universities need to revisiting the issue of class size. Is class size a meaningful arena for change? Finally, Ms. Tobias urged physics departments to examine and transform the physics major for undergraduates. It needs to become, not just a path for physics elites who intend to go to graduate school in physics, the physics major must become attractive for students with undecided career goals [2]. The third paper I want to discuss is the paper by Professors Ruth Howes and Robert Hilborn, both former presidents of the American Association of Physics Teachers (AAPT). Their paper was also published in the American Journal of Physics in 2000. Professors Howes and Hilbom assert that Physics departments may not have changed much in the past few decades but the educational, but the scientific and social environments in the USA have changed considerably. Physics has expanded and spun off numerous subfields. The educated public views the frontiers of science as in the life sciences and physics is no longer where the action is. The educational environment has changed. The students are more diverse. Client disciplines have begun to consider teaching introductory physics themselves. The number of undergraduate physics majors has sunk to below pre-Sputnik levels while the total number of undergraduates has doubled. Four principles need to guide our response: 1 A wide spectrum of physicists recognize the need for change, but many still do not. 2.The fundamental unit of change is the department. 3.An undergraduate physics program is more than just the curriculum. 4. Every physics department is different. The new environment is unlikely to return to its state of 30-some years ago. It will probably take sustained efforts on many fronts before we see substantial results [3]. Taken in toto these three papers are an urgent plea of major reforms in the physics curricula used in the USA. I want to suggest a direction for such curriculum reform efforts by looking back at the work of a famous physicist and physics educator and try to draw from his work guidelines for national physics curriculum reform efforts. Basing Physics Curriculum Reform On the Second Career of Robert Karplus Let me begin by telling you about the first career of Robert Karplus. He was born in Vienna, Austria, in 1927. His family moved to the USA when he was 10 years old. His first career was in theoretical and experimental physics. He obtained a double degree from Harvard University in physics and chemistry in 1945 and one year later got a masters degree in chemistry, also from Harvard University. He completed his Ph. D. in chemical physics at Harvard in 1948. His thesis research included both experimental and theoretical work on microwaves for Professor E. Bright Wilson, Jr. He moved from Harvard to the Institute for Advanced Studies, directed by J. Robert Oppenheimer, at Princeton University in 1948. He married Elizabeth Fraizer in December of 1948. He began to work in quantum electrodynamics (QED). In 1950 Karplus and Kroll published the first detailed calculations of a physics observable based on QED [4]. In 1950 Dr. Karplus returned to Harvard University where he served as an assistant professor of physics from 1950 until 1954. In 1954 he moved to the University of California, Berkeley where he was an Associate Professor of physics from 1954 until 1958 when he was promoted to full professor. From 1948 to 1962 he published 50 research papers in physics, mostly in QED, but also on the Hall effect and Van Allen radiation. He was the senior or only author of the first 19 papers. He published with 32 different scientists, including 2 Nobel prize winners. More than 90% of his co-authors are now fellows of the American Physical Society. Professor Karplus made his first visit to his daughter's elementary school class in 1959-60. He probably did an electrostatics demonstration with a Windhurst machine1. Some thing happened to his intellectual curiosity in those visits to his daughter's class and he became more and more interested in the kind and quality of science being taught to children in elementary schools in the USA. He joined in an elementary school project with some other University of California Berkeley faculty in 1959. He published his first education paper with J. M. Atkin in 1962, "Discovery or Invention?" in The Science Teacher periodical [5]. Karplus and Herb Thier started the Science Curriculum Improvement Study(SCIS) in 1961 with financial support from the National Science Foundation. Over the next several years they and their co- workers developed a complete K-6 science curriculum, (for children ages 5 through 11) the SCIS curriculum, that is still in use today. 1 He and Betty were the parents of seven children bom between 1950 and 1962, three daughters and four sons. Robert Karplus was president of the AAPT in 1977 and he received the Oersted Medal in 1980. He suffered a cardiac arrest while jogging in June of 1982 which ended his professional career . He died in 1990. As a part of faculty development leave in 1999, I collected a sample of his publications in science education and based on those works I want to lift up for your consideration the enduring contributions the work of Robert Karplus has made to science education [6].
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