Using RTOP to document reformed teaching in Introductory Physics

Abstract

The study documented classroom practices in Introductory Physics of three faculty members from the Physics Department, College of Science, De La Salle University – Manila (Philippines) and determined the level of "reform" as described by research in Physics education. Classroom observation data was generated using the Reformed Teaching Observation Protocol (RTOP), an observation instrument developed and validated by the Arizona Collaborative for Excellence in the Preparation of Teachers.
The teachers who participated in the study obtained highest average score in the Propositional Content Knowledge subscale of the RTOP. They ensured that the lessons highlighted fundamental concepts by giving specific examples, showing relationship between concepts, and moving from simple to complex problems.
During classroom discussion, the teachers ensured that connections between physics content and realworld phenomena were made. Classroom observation showed that the teachers designed their lessons to allow students to actively participate in the "construction" of new knowledge.