How to Fix Your Physics Class (Or Why Physics Is So Hard)
It is now almost two years since the death of American physicist and Nobel laureate Steven Weinberg, and yet there is little to celebrate about the country’s future in physics.
While Weinberg was one of the greatest physicists of his generation, and his death has inspired countless young people to pursue their science, there is no major new physics education programs to speak of, much less significant changes in our physics education policies.
That leaves students with very little incentive to pursue a graduate degree in physics, and with no incentive to improve their performance in the field.
That’s especially problematic because the most important thing for young people is to be prepared to deal with serious scientific problems, and to be ready to tackle those problems with the skills and knowledge they will need in the real world.
A recent study by researchers at Johns Hopkins University suggests that a significant portion of the problem is not just the physics curriculum, but also the lack of physics education in the public school system.
In their study, titled Physics Education at the Local, the researchers looked at the results of the National Science Foundation (NSF) national survey of students from elementary through high school and found that only 5 percent of students in public schools had been exposed to any physics classes.
The other 57 percent of respondents had only received a passing grade in math or science.
Only 5 percent had been taught in any physics at all, with the remainder of the students learning from textbooks and videos, or from other sources.
The researchers also looked at how many students were getting Physics 101 in school, and found no significant differences in students who had been given more than two physics classes or had received a Physics 101 class at all.
A large majority of the respondents were not taking physics classes at all: The NSF survey found that students in the top third of the socioeconomic status (SES) distribution had taken a total of 13 physics classes, while students in families with an income of $75,000 or more had taken 6.5.
In the bottom third, the percentage of students taking a physics class ranged from 3.6 to 11.5 percent.
In contrast, a majority of those who attended middle-school physics classes were doing so at a rate of more than five classes per week.
The NSG report, titled Why Physics Education Is Broken, is a comprehensive look at the issues plaguing the American physics education system, and its potential to improve in the coming years.
The report finds that while a majority (55 percent) of students have received a physics teacher in middle school, the number of high school physics teachers has been falling for years.
According to the NSF report, only 5.5 million students in all of public school science and engineering classes were taking at least one class each year in middle and high school.
More than half of these students had never received a teacher in elementary school, yet only 3.7 million high school students in 2016 were taking a high school science or engineering course.
The authors write that they are “disappointed” with the state of the American high school physical education program and believe that a lot more can be done to improve the situation.
“We see the need to increase our physical education curriculum, including by increasing our physical science courses,” the report states.
“It is clear that the current curriculum is not meeting our students’ needs.
The lack of physical education in elementary and middle school is not due to a lack of funding, but rather a lack.
The gap between the best and the worst in the U.S. high school math and science is widening every year.
A new science curriculum and an emphasis on physical education have to be included in that curriculum, to help make it a more successful program.”
The report recommends that schools implement the following strategies: Invest in physical education as a core element of a school’s STEM (science, technology, engineering and math) curriculum.
Invest in STEM (Science, Technology, Engineering and Math) coursework and curriculum to support students in taking a science course and to create an atmosphere for student achievement.
Expand the number and quality of science and technology courses taught in schools.
Implement a STEM (scientific, technical, engineering, and math, or STEM) course to provide hands-on training for students to become critical thinkers and problem solvers.
Encourage students to take courses in their field, and encourage students to work in STEM fields.
Educate students in their area about the history and science of their field and to share their work with other students.
Expand STEM (STEM) enrichment activities that support students to pursue careers in science or technology.
The problem with the current state of American physics is that there is not a whole lot of science that the American public has access to.
That means that the vast majority of young people do not have access to a physics curriculum that is adequate for their needs.
If the American people want to achieve the future that they deserve, we need to have more science in the classroom