Integrating Energy, Equity, and Place in High School Physics

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13 Contributions

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Member of

Energy and Equity Team


 

Rachel Scherr

Pedagogical Methods Used

Peer Instruction / Think-Pair-Share, Collaborative problem-solving, Conceptually-oriented activities, Context-rich problems, Ranking tasks, Guided inquiry, Tutorials

Education Research and Pedagogy Expertise

Years teaching physics

25

Describe the courses that you teach

Introductory university physics, physics courses for teachers, physics courses for preservice teachers

What is your approach to integrating equity into physics instruction?

1: Access - Increased access to school learning, equitable distribution of academic resources. 2: Achievement - Equitable school achievement, e.g., closing achievement gaps 3: Identity - Representation; students seeing themselves in the curriculum and as scientists 4: Problematizing power - Challenging the values embedded in science concepts; recognizing political, economic, and cultural origins and applications 5: Social justice - Science is a tool to be put to use by social justice movements

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CONTRIBUTIONS


The concept of energy, like all science concepts, is created and sustained by people in specific settings for sociopolitical purposes.

Socio-political Origins of Energy; Socio-political Origins and Impacts; Education

What Is Energy?; Socio-political Origins of Energy

Rachel Scherr

Energy lectures

Lecture materials
Vetted

Mostly "traditional" energy instruction, with a nod to history

Socio-political Origins of Energy

Work; Conservation of Energy; What Is Energy?; Energy Transfer; Energy Transformation (Conversion); Kinetic Energy; Thermal Energy; Gravitational Energy

Rachel Scherr

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