Active Physical Science: It’s about increasing student achievement.
Active Physical Science™ is developed using an instructional strategy that combines guided-inquiry
and whole-class instruction with appropriate content.
It’s about increasing student achievement.
Active Physical Science is a research-based curriculum that has been field-tested in diverse classrooms for 3 to 5 years and has demonstrated increased student engagement and learning. It’s about a proven approach.
Active Physical Science is a curriculum that weaves together all the activities and chapter content to build a strong grasp of the science concepts so that students can transfer their understanding to relevant real-world projects. It’s about having more than just isolated activities and content.
Our Commitment to Research-Based Curricula.
Are all “research-based” programs equal? When we say research-based this is what we mean: Our developers created the chapters in Active Physical Science from the very conception on the best research on how students best learn and how teachers can best facilitate this process in the classroom. Active Physical Science relies on the rigorous research of the National Science Foundation development process. Active Physical Science consequently promotes positive student attitudes toward science and positive perceptions of the student as learner. It engages students through the use of real-world contexts and provides a deeper understanding of the role of science and technology in the workplace.
First Year of the Curriculum Development Process — Content Specialists, Master Teachers.
Under the direction of a distinguished, active, and dynamic Advisory Board (that meets twice yearly over a three-to four-year period), the program’s Principal Investigators select and then oversee teams of writers chosen from top university science education departments, content-based science departments, and specially selected high school teachers, and industry scientists to collaborate on the development of the first drafts of the curriculum materials. These lead authors, each a distinguished content specialist and/or educator from a leading university, also serve as part of the Review Committee to assess each other’s works for pedagogical strategies and content accuracy. The curriculum is then reviewed and evaluated by other leading educational specialists for pedagogy, content, safety, equity, readability, cognitive effectiveness, and efficacy, and then the curriculum is revised again based on those results.All new materials proceed through the following system for development and revision:
- Approved by the following consultants: science educators, master teachers, and cognitive scientists
- Approved by Content Review Committee comprised of leading content experts
- Micro-tested by the development group. A micro-test is a series of tests of a few students with careful observation and follow-up interviews by the developers
Second Year of the Curriculum Development Process — Content Specialists Pilot to ensure curriculum is correct and rigorous.
The curriculum is then ready to be pilot tested by a select group of high school teachers from across the country. After an extensive summer training course, these teachers spend the next year piloting the program in their classrooms.
- Pilot tested by master teachers in their classrooms
- Pilot materials, classes, teachers, and students are studied and evaluated based on an established evaluation and research design model
- Materials are also reviewed by leading content experts and science educators to evaluate if the materials appropriately prepare students for their later study in these subjects
- Materials are then revised based on the pilot feedback, experts’ reviews and evaluation and research reports
Third Year of the Curriculum Development Process — Diverse Classrooms to Ensure Approach is Appropriate for All Students.
The curriculum is now ready to be field-tested
by a broad range of high school teachers from across the country. After an extensive summer training course, these teachers spend the next year field-testing the materials in their classrooms.
Like the pilot test, the research/evaluation component of the revision process is designed to inform the next iteration and revision of the materials.
- Field-testing of the materials conducted in a wide range of classrooms by teachers with a wide range of experience and expertise
- Field-test materials, classes, teachers, and students are studied and evaluated based on the evaluation and research design model
- Materials are then revised again based on the field-test feedback, experts’ reviews and evaluation and research reports
Fourth Year of the Development Process.
Additional consultant specialists in cognitive psychology, assessment, technology, science education and equity continue to be brought into the project to review the materials and secure its pedagogical approach and content basis. Finally, the product is turned over to the commercial publisher to mold into p a commercial product.