Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics

Autor/inn/en	Friedman, Lawrence B.; Margolin, Jonathan; Swanlund, Andrew; Dhillon, Sonica; Liu, Feng
Institution	American Institutes for Research (AIR)
Titel	Enhancing Middle School Science Lessons with Playground Activities: A Study of the Impact of Playground Physics
Quelle	(2017), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Science Instruction; Secondary School Science; Physics; Playgrounds; Learning Activities; Scientific Principles; Motion; Energy; Science Curriculum; Inquiry; Middle School Teachers; Teaching Methods; Gender Differences; Ethnic Groups; Racial Differences; Randomized Controlled Trials; Comparative Analysis; Knowledge Level; Student Surveys; Statistical Analysis; New York (New York) + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Playground; Spielplatz; Lernaktivität; Bewegungsablauf; Energie; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; Ethnie; Rassenunterschied; Wissensbasis; Schülerbefragung; Statistische Analyse
Abstract	Playground Physics is a technology-based application and accompanying curriculum designed by New York Hall of Science (NYSCI) to support middle school students' science engagement and learning of force, energy, and motion. The program includes professional development, the Playground Physics app, and a curriculum aligned with New York State Learning Standards, Common Core State Standards, and Next Generation Science Standards. The iOS app allows students to record and review videos through three "lenses": (1) motion; (2) force (Newton's third law); and (3) energy, and the curriculum integrates informal and formal, inquiry-based learning strategies to promote greater student knowledge and understanding of physics. The program was designed to be implemented in a formal school setting during the regular school day. This report describes the results of an experimental study of the Playground Physics program's impact on learning of physics concepts, student engagement, and science-related attitudes. Sixty New York City middle grade teachers were randomly assigned to treatment or control conditions. Treatment teachers were asked to participate in Playground Physics professional development and use Playground Physics as part of their physics instruction during the 2015-16 academic year; control teachers were asked to use their regular instruction. In total, 15 teachers left the study. The final sample included student data from 24 treatment teachers and 21 control teachers. The following are appended: (1) Playground Physics Curriculum Activities; (2) Student Outcome Measures; (3) Teacher Survey; (4) Impact Analysis Technical Approach; (5) Output from Statistical Models; (6) Knowledge Assessment Responses and Standards Alignment; (7) 2014-15 Fidelity of Implementation Analysis; and (8) Supplemental Analysis. (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01