The PSI course sequence assumes that high school students will participate in an algebra-based physics course first, followed by chemistry, then biology. The physics-chemistry-biology sequence is logical as biology requires a foundation of both chemistry and physics, and chemistry requires a foundation of physics. This sequence also supports higher levels of math achievement as math is embedded in the science program – students taking algebra and geometry experience a practical application of their math skills in their science classes.
Program Basics
The Progressive Science Initiative (PSI) is a curriculum based on the Advanced Placement (AP) Science curriculum. Research shows that students in the United States generally perform poorly compared to other nations on the Trends in International Mathematics Science Study or TIMSS. However, students who take, but do NOT pass the AP Physics B exam (scoring 1 or 2) perform on average as well as students in other countries. And students who take and pass the AP Physics B exam (scoring 3 and higher) outperform students from other countries. The PSI initiative incorporates the skills included in the AP curriculum since this curriculum has proven to increase student achievement. PSI raises the science achievement of average US students to international levels.
Research Proven Results
Research has shown that students of average academic aptitude (as measured by SAT scores) have demonstrated remarkable math and science achievement through the PSI program. By the time these students graduated from high school, they had taken five times as many AP science exams as the average New Jersey high school student and passed (3+) four times as many. These results were reported in the peer-reviewed journal of the American Association of Physics Teachers (Goodman & Etkina, The Physics Teacher, April 2008).
A Talented Corps of Science Teachers
The traditional “alternate route” program seeks to recruit science professionals to become teachers. This approach has many flaws, starting with the fact that there is already a shortage of science professionals. This is the core reason why we need to improve science education. Also, it’s not clear that science professionals want to leave their jobs, or that they would be good teachers. We question the assumption that “science is hard; teaching is easy.” The PSI approach to science education is different. PSI has demonstrated that all students can learn science. We extend that to a strong belief that all teachers can learn science. We propose to use the PSI approach to teach science to highly skilled teachers – adults who have a passion for teaching, a commitment to the profession, an interest in science, and the dedication to lead the profession. Our goal is to get the best teachers we can find to become science teachers by taking coursework in the PSI approach.
A 21st century classroom
The PSI curriculum was developed by a talented corps of New Jersey teachers--teachers just like you--who meet on a regular basis to refine and develop their lessons. An important component of the program is access to Smart Board technology and a classroom setup that promotes student interaction and the opportunity for teachers to interact in a web-based environment about their lessons. Therefore, districts that participate in this program by sending teachers through the certification program also commit to providing a 21st century classroom to our graduates, including a Smart Board, Senteo remote responders for students, projectors, laptops, and round tables.
PSI Professional Learning Community
PSI teachers will become part of a Professional Learning Community and collaborate through a website where materials such as textbooks, curricula, Smart/Senteo notebooks and assessments will be posted. New PSI teachers will extend this PLC as they download, use, discuss, and upload improved versions of these materials. The same collaborative teacher-led approach that developed PSI in one school will be extended to a virtual PSI community encompassing many schools.
How do we measure success?
Success in the PSI program is measured in several ways. For students, success will be determined by the number of students who pass the mid-term and end-of-course exam in physics. In addition, success will be measured by the number of students who enroll in AP science courses after completing the basic physics course. Success can also be measured by performance on state-developed science exams (when available) and by performance on SAT II content area tests. PSI will also monitor student interest in pursuing science and math majors in college. The measure of PSI’s success will also be determined by teachers, including the number who complete the PSI program, the number who pass the exit exam for the program and the Praxis, the number who become fully certified – and teacher and student attitudes about the program.
Become a PSI Pioneer!--Teachers interested in being part of the PSI program should visit www.njpsi.org for more information.