Physics Pedagogy and Assessment in Secondary Schools in the U.S.

TL;DR

This study compares teaching and assessment methods in U.S. high school physics classes across different demographics, identifying effective practices and disparities based on school location.

Contribution

It provides a comparative analysis of physics pedagogy and assessment strategies in diverse U.S. high schools, highlighting successful approaches and demographic differences.

Findings

Differences in teaching practices across rural, suburban, and urban schools.

Identification of common successful physics teaching practices.

Demographic factors influence pedagogy and assessment methods.

Abstract

The objective of this project is to compare the effectiveness of teaching styles used in high school physics classes and the methods used to assess them. We would like to determine those approaches to physics at the high schools that work and those that do not work for students from different demographics. We sent out a survey to high school physics teachers in the U.S. Midwest states, inquiring about student preparation, pedagogy in the classroom, assessment and professional development. We found that there are differences in the practices of physics teachers in all of these areas, depending on the school location, be it rural, suburban or urban. Our results enable us to report on the most common successful practices in physics courses for these demographic areas.