ERIC Number: EJ974135
Record Type: Journal
Publication Date: 2012-Jan
Abstractor: As Provided
The Numbers Speak: Physics First Supports Math Performance
Glasser, Howard M.
Physics Teacher, v50 n1 p53-55 Jan 2012
More schools in the United States have begun teaching physics to ninth-graders, but there continues to be limited evidence that such a change benefits students. Many arguments in favor of Physics First and the inverted sequence of physics-chemistry-biology are based more on the intellectual logic of the sequence than on measured outcomes. Paul Lulai raised a similar concern in the November 2005 edition of "The Physics Teacher," calling for "non-anecdotal evidence" that such a curricular change leads to various outcomes including "improved scores on standardized tests" and "improved mathematics understanding and achievement." This paper describes a study of a Physics First program at one school that suggests that this change to freshman physics positively impacted students' mathematical performance on standardized tests.
Descriptors: Evidence, Mathematics Education, Standardized Tests, Physics, Educational Change, Scores, Grade 9, Teaching Methods, Chemistry, Biology, Science Curriculum, Mathematics Achievement
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: email@example.com; Web site: http://scitation.aip.org/tpt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 9; High Schools
Authoring Institution: N/A
Identifiers - Location: United States