Effectiveness of Ninth-Grade Physics in Maine: Conceptual Understanding

TL;DR

This study evaluates the effectiveness of teaching physics to ninth graders in Maine, comparing their conceptual understanding to twelfth graders, and finds that ninth graders' learning is more influenced by instructional methods.

Contribution

First empirical comparison of ninth and twelfth grade physics understanding, highlighting the impact of instructional methods on ninth graders' learning.

Findings

Ninth and twelfth graders start with similar physics knowledge.

Ninth graders' learning gains are more sensitive to teaching methods.

Both groups face similar initial difficulties in mechanics concepts.

Abstract

The Physics First movement - teaching a true physics course to ninth grade students - is gaining popularity in high schools. There are several different rhetorical arguments for and against this movement, and it is quite controversial in physics education. However, there is no actual evidence to assess the success, or failure, of this substantial shift in the science teaching sequence. We have undertaken a comparison study of physics classes taught in ninth- and 12th grade classes in Maine. Comparisons of student understanding and gains with respect to mechanics concepts were made with excerpts from well-known multiple-choice surveys and individual student interviews. Results indicate that both populations begin physics courses with similar content knowledge and specific difficulties, but that in the learning of the concepts ninth graders are more sensitive to the instructional method used.