Reforming Physics Instruction Via RTOP

Dan MacIsaac · Kathleen Ann Falconer

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Science Education and Pedagogy Evaluation of Teaching Practices Innovative Teaching Methods

Abstract

We report how physics teachers can use recent science education research developments to refine their own teaching and improve their students' conceptual achievement gains. The development of the Reformed Teaching Observation Protocol (RTOP) has produced a valuable tool for reflecting upon and improving physics teaching. Instructor RTOP scores have been found to strongly correlate with student conceptual gains in introductory science and physics courses. We discuss the underpinnings of reformed teaching and RTOP, how to use it to constructively evaluate and critique physics teaching and to guide personal teaching improvement.

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1962Thought and language 1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 2006Active Learning: Cooperation in the College Classroom 2001Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know 1997Teaching Introductory Physics

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2016Assessing faculty professional development in STEM higher education: Sustainability of outcomes 2007Framework for articulating instructional practices and conceptions 2010Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice 2015Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms 2013BUILDING A COMMUNITY OF PRACTICE AROUND INQUIRY INSTRUCTION THROUGH A PROFESSIONAL DEVELOPMENT PROGRAM 2003Recent advances in classroom physics 2015A Comparison of Mathematics Classroom Observation Protocols 2009Constructing Elementary Teachers' Beliefs, Attitudes, and Practical Knowledge Through an Inquiry‐Based Elementary Science Course

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