Physics Education BS
Program Purpose
Note: Within this program we are managing both the Physics Education Majors and the Physical Science Education Majors.
Alignment with BYU Aims and Mission
Intellectually enlarging
Physics students gain a broad education in the principal theories that describe the physical world. They learn to approach complex problems in science and technology through theory, computer modeling and experiment. Teaching majors learn creative and effective ways to teach skills, concepts and perspectives of science.
Spiritually strengthening and character-building
Students are strengthened in character and faith through faculty instruction and mentoring. These interactions provide opportunities for faculty to demonstrate commitment to both spiritual and intellectual pursuits in their personal and professional lives, and to help students adopt spiritual and professional perspectives and practices consistent with the Gospel. Students learn to balance the perspectives of science and religion with patience and faith.
Promotes life-long service
Teaching provides a direct opportunity to influence the scientific, social and character development of the young. The broad scientific background provided by a physics major enables students to be informed participants in solving community issues. Students are given opportunities to participate in educational outreach and tutoring through undergraduate activities sponsored by student leaders and the department.
Career Preparation
Students completing the B.S. Physics Teaching program will be prepared to teach physics in secondary schools, and complete teacher certification. Students graduating with a B.S. in Physics Teaching will have completed a degree that involves two academic components: 1) formal training in the physics and 2) formal training in education. The physics content is designed to give broad training in traditional physics courses. Students who enter this program will be individuals of character and ability.
The professional education component will assist them to become outstanding education professionals as well as productive citizens in their communities. For physics teaching majors, this means course work that will prepare them to deal with the challenges facing public school students today, as well as the tools to enable lifelong learning as educational needs and models change. We support the science teaching standards as outlined by the National Research Council and National Academy of Sciences. Students take courses in multicultural education, adolescent development, and exceptionalities through the David O. McKay School of Education. They also take specialized courses in the College of Physical and Mathematical Sciences including the pedagogy of teaching physical science, effectively dealing with laboratory safety, and managing the typical range of classroom problems teachers face when conducting labs, demonstrations and field trips.
Curricular Structure
Freshman and sophomore courses include 1) a four-course mathematics sequence 2) a four-course introductory physics sequence, including modern physics covering the primary theories described below 3) a three-course experimental laboratory sequence, 4) an astronomy course 5) an introduction to research and careers in physics, and 6) an exploration of teaching course.
The junior and senior years include educational instruction in science pedagogy, instructional technology, and cultural and developmental topics. Three elective physics courses are chosen among advanced courses and introductions to the physics of weather, acoustics or semiconductor devices. The role of science in our society is studied through a course in the history or philosophy of science. Optional courses in balancing religious and scientific views are offered.
The culminating experience is a professional teaching experience in high school through student teaching or internship.
Advising resources for physics majors
Learning Outcomes
Teaching Physical Science and Problem Solving
Able to teach concepts and problem solving at the high school and advanced placement level in astronomy, classical mechanics, thermodynamics, electromagnetism, optics, quantum mechanics and special relativity.
Manage high school classroom in teaching setting. Direct high school student labs, and build simple lab equipment and demonstrations.
Apply principles at an introductory college level from the primary physical theories (classical mechanics, quantum mechanics, special relativity, thermodynamics, electromagnetism and optics) to solve representative problems.
Students will be able to design, develop and administer inquiry-based science units.
Able to adapt teaching to adolescents and students with different cultural backgrounds.
Understand and apply the BYU's McKay School of Education Guiding Principles.
Evidence of Learning
Direct Measures
1. Ability to teach physics will be demonstrated to supervisors of the student teaching experience, as well as to instructors of the pedagogy and instructional technology courses.
2. Student achievement in mastery of the primary physical theories at the introductory college level will be assessed by faculty evaluation of coursework.
3. Evaluation of the experimental abilities of students will be made by faculty through laboratory courses.
4. Evaluation of ability to adapt to needs of adolescents and minority cultures will be made by supervisors of student teaching.
5. Students will pass the content area exams as well as the PRAXIS Physics test with a score of 140 or higher.
6. Students will create a Teacher Work Sample for a teaching unit that incorporates the principles of inquiry and deliver it to a public school classroom.
7. Students will receive a minimum overall score of 3 on the Clinical Practice Assessment System (student teaching) evaluation.
8. Students will be able to articulate and defend the Moral Dimensions of Teaching as a framework for adolescent education.
Indirect Measures
1. Senior exit interviews and surveys
2. Alumni surveys
3. Placement of students in high school teaching positions
4. Feedback on student performance in employment
5. Alumni Transition Point evaluation
Learning and Teaching Assessment and Improvement
1. The physics teaching advisor reviews PRAXIS exam results and student teaching evaluations and exit interviews and advises the Undergraduate Committee on the needs of physics teaching majors.
2. The department Undergraduate Committee reviews senior exit surveys and alumni surveys, course improvement reviews, feedback from graduate schools and employers, senior exit examinations and thesis/capstone evaluations.
3. The chair reviews teaching evaluations and feedback essays written by seniors.
4. The committee and chair shares assessment results to the faculty, and proposes changes in the program curriculum.
5. Faculty members offer ideas and vote on curriculum and other changes.
6. All proposed curriculum plans and changes will be reviewed and discussed by the College Curriculum Council prior to submission and final review by the University Curriculum Council. Proposals for curriculum and program changes will also be considered by the University Council on Teacher Education.
Department Learning Outcomes Assessment Committee
Jean-Francois Van Huele, Eric Hirschmann, Shelena Shamo, Mark Transtrum, and Robert Davis.