A Review of High School Physics Education in the United States of America
Science Journal of Education
Volume 3, Issue 6, December 2015, Pages: 126-130
Received: Sep. 10, 2015; Accepted: Nov. 4, 2015; Published: Nov. 24, 2015
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Author
Serif Uran, Department of Physics, Pittsburg State University, Pittsburg, KS
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Abstract
Physics is often considered to be one of the most difficult subjects to study. Thus, it is particularly important to have good physics teachers to teach the subject. However, a close look at the statistical data indicates that about 67% of high school physics teachers did not major in physics. Physics is being taught by teachers that are in variety of subjects, mostly another science and math. In addition, two-third of the 27,000 physics teachers teach other subjects than physics. Quantitative/Qualitative assessments and reasoning are made about the statistical data. Potential reasons for the current statistics and consequences are discussed. In addition, lack of mathematics background in the freshman and sophomore years of high school appears to push the physics classes towards junior and senior years, taken as an elective, or not taken at all. High school curriculum, teacher training and salary issues are also discussed.
Keywords
Physics Education, High School Physics Education, Science Education, Physics Teachers
To cite this article
Serif Uran, A Review of High School Physics Education in the United States of America, Science Journal of Education. Vol. 3, No. 6, 2015, pp. 126-130. doi: 10.11648/j.sjedu.20150306.12
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