Homework

Introductory Physical Science (IPS) is a lab-based science course. The text we use is Haber-Schaim Introductory Physical Science, 7th edition. Teachers employ a constructivist approach when using this text. This means that students are not told what results to expect in any experiment. Instead, they are given tools to figure out new problems based on the previous results, and they are expected to make the new connections on their own. Math plays a very important role in proving results and making calculations. In fact this class is really just one giant word problem for the students to solve.

Prior to IPS
Before taking IPS, most students learned science in small chunks through reading, videos, demonstrations, and experiments. This science curriculum was heavy on experiences and discussion, but light on curricular coherence and mathematical methods for problem-solving in science word problems. The teacher would show students how to measure, calculate, and make conclusions before students would do the same steps on their own.
From talking to students in my classes, I can see that they have excellent recall of certain facts related to science, but do not possess strong reasoning skills to explain physical phenomena. However, in order to be successful in chemistry, physics, and college science, they need to understand how to create solutions to common word problems without having the teacher show them how to do it first. They need to be able to apply reason to a problem and break it down into smaller parts.
IPS students are expected to do most of the preparation and analysis on their own, and we talk about the learning goals after the experience. Students are very troubled at first, and want me to confirm that they are doing the right steps at each and every stage. Later however, they begin to depend on themselves for setting up the problems and use their textbook as a reference for finding answers. As they begin to create their own solutions and answer problems correctly, they gain confidence in their skills. IPS teaches students how to learn science.

After IPS
Students who perform well in IPS have excellent preparation for future science classes. They are amazed at how much they learned about the concepts in physical science and the methods to solve problems. At the end of the first semester, students are able to separate a "sludge" of five or six different substances: liquids, solids, dissolved substances, and undissolved solids. No students could have accomplished this task before taking IPS. This shows that students really have learned tremendous laboratory skills and reasoning skills.
IPS challenges students to construct their own learning, not just regurgitate facts that the teacher gives them. They apply reasoning to solve difficult problems, and build their knowledge in related steps, culminating in a task that they could not have accomplished without learning a great deal.
What kind of learning experience do you want for your child? Simple knowledge with inflated grades or sound application of fundamental principles of investigation and experiementation?