Carl Wieman Colorado physics & chem education research group: W. Adams, K. Perkins, K. Gray, L. Koch, J. Barbera, S. McKagan, N. Finkelstein, S. Pollock, R. Lemaster, S. Reid, C. Malley, M. Dubson... $$ NSF, Kavli, Hewlett) A scientific approach to teaching A scientific approach to teaching science science Data!! Nobel Prize (and many other subjects)
Nobel Prize. Data!!. Education for the 21 Century. A scientific approach to teaching science. (and many other subjects). Carl Wieman. Colorado physics & chem education research group: - PowerPoint PPT Presentation
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Carl Wieman
Colorado physics & chem education research group: W. Adams, K. Perkins, K. Gray, L. Koch, J. Barbera, S. McKagan, N. Finkelstein, S. Pollock, R. Lemaster, S. Reid, C. Malley, M. Dubson... $$ NSF, Kavli, Hewlett)
A scientific approach to teaching A scientific approach to teaching science science
Data!!Nobel Prize
(and many other subjects)
I) Purpose of science education.
II) What does research tell us about learning science.
III) What does research say about how to teach science more effectively.
IV) Some technology that can help.
Purpose of science education historically-- training next generation of scientists (< 1%)
Need science education effective and relevant for large fraction of population!
Hypothesis--Yes, if approach teaching of science like a science--
•Practices based on good data
•Utilize research on how people learn
•Disseminate results in scholarly manner, & copy what works
•Utilize modern technology
improve effectiveness and efficiency
Supporting the hypothesis.....
How to teach science: (I used)
1. Think very hard about subject, get it figured out very clearly.
2. Explain it to students, so they will understand with same clarity.
grad students
II) What does research tell us about learning science.
??????????????????????????????????????????
Research on how people learn, particularly science.• above actually makes sense. ideas for improving teaching.
17 yrs of success in classes.Come into lab clueless about physics?
2-4 years later expert physicists!
??????
Teaching and science education research =rigorous, intellectually challenging
?17 yr
Data on effectiveness of traditional science teaching.-lectures, textbook homework problems, exams
1. Retention of information from lecture.
2. Conceptual understanding.
3. Beliefs about science and problem solving.
Mostly intro college physics (best data), but other subjects and levels consistent.
I. Redish- students interviewed as came out of lecture."What was the lecture about?"only vaguest generalities
II. Rebello and Zollman- 18 students answer sixquestions. Then told to get answers to the6 questions from 14 minute lecture.(Commercial video, highly polished)Most questions, less than one student able to getanswer from lecture.
Data 1. Retention of information from lectureData 1. Retention of information from lecture
III. Wieman and Perkins - test 15 minutes after toldnonobvious fact in lecture.10% remember
Does this make sense?Can it possibly be generic?
Cognitive science says yes.
a. Cognitive load-- best established, most ignored.
Mr Anderson, May I be excused?My brain is full.
Maximum~7 items short term memory, process 4 ideas at once.
MUCH less than in typical science lecture
On average learn <30% of concepts did not already know.Lecturer quality, class size, institution,...doesn't matter!
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
• Force Concept Inventory- Force Concept Inventory- basic concepts of force and motion 1st semester physics
Fraction of unknown basic concepts learned
Traditional Lecture courses
Data 2. Conceptual understanding in traditional course.
Ask at start and end of semester-- 100’s of courses
Novice Expert
Content: isolated pieces of information to be memorized.
Handed down by an authority. Unrelated to world.
Problem solving: pattern matching to memorized recipes.
nearly all intro physics courses more novice ref. Redish et al, CU work--Adams, Perkins, MD, NF, SP, CW
Instruction built around concepts & delivered by experts, but..
not learning concepts?
learning novice beliefs?
Cognitive science explains.
or ?
Expert competence =•factual knowledge•Organizational structure effective retrieval and use of facts
Expert competence
•Ability to monitor own thinking ("Do I understand this? How can I check?")
•New ways of thinking--require extended focused mental effort to “construct”. •Built on prior thinking. (long-term memory development)
Cognitive science matches classroom results:
Most students passing courses by learning memorization of facts and problem solving recipes.Not thinking like experts.
•Not learning concepts. (how experts organize and use scientific knowledge)
•Not learning expert-like beliefs & problem solving.
17 yrs of success in classes.Come into lab clueless about physics?
2-4 years later expert physicists!
??????
Makes sense!Traditional science course poor at developing expert-like thinking.
Principle people learn by creating own understanding. Effective teaching = facilitate creation, by engaging, then monitoring & guiding thinking.Exactly what is happening continually in research lab!
• Retention of information from lecture
10% after 15 minutes >90 % after 2 days
• Conceptual understanding gain
25% 50-70%
• Beliefs about physics and problem solving
significant drop small improvement
III. Using research to teach science more effectively in classes.
a. “Clickers”--facilitate active thinking, probing student thinking, and useful guidance.
individual #
"Jane Doe picked B"
(%
)
A B C D E
When switch is closed, bulb 2 will a. stay same brightness, b. get brighterc. get dimmer, d. go out.
21 3
Effective when use guided by how people learn.
Questions and follow-up--Students actively engaged in figuring out.
Student-student discussion (“convince neighbors of answer”) & enhanced student-instructor communication rapid + targeted = effective feedback.
clickers- Used properly transforms classroom.Dramatically improved engagement, discourse,number (x4) and distribution of questions.
Not automatically helpful--Only provides: accountability + peer anonymity+ fast feedback
supported by: Hewlett Found., Kavli, NSF, Univ. of Col., and A. Nobel
phet.colorado.edub. Interactive simulations
Physics Education Technology Project (PhET)>50 simulationsWide range of physics (& chem) topics. Run in regular web-browser.
laserballoon and sweater
examples:balloon and sweatermoving mancircuit construction kit
•Know subject•Know student thinking about subject
Address in simulation design.
Simulation testing educational microcosm.See all the elements of how people learn found in very different contexts.
Summary:Need new, more effective approach to science ed.Solution: Approach teaching as we do science
Good Refs.:NAS Press “How people learn” , "How students learn"Mayer, “Learning and Instruction” (ed. psych. applied)Redish, “Teaching Physics” (Phys. Ed. Res.)Wieman and Perkins, Physics Today (Nov. 2005)
CLASS belief survey: CLASS.colorado.eduphet simulations: phet.colorado.edu
•Practices based on good data
•Utilize research on how people learn
•Disseminate results & copy what works
•Utilize modern technology and teaching is more fun!
Data 2. Conceptual understanding in traditional course (cont.)
electricity Eric Mazur
70% can calculate currents and voltages in this circuit.
40% correctly predict change in brightness of bulbs when switch closed! How can this be?
Solving test problems, butnot thinking like expert!
8 V
12 V
1
2
1
AB
Good data Traditional approaches not successfulResearch based approaches much better learning.
•Practices based on good data
•Utilize research on how people learn
•Disseminate results & copy what works
•Utilize modern technology
Works!
How to make it the norm for every teacher?(Next hundred years of Carnegie Foundation A. T.)
V. Issues in structural change (my assertions)
Necessary requirement--become part of culture in major research university science departments
set the science education norms produce the college teachers, who teach the k-12 teachers.
Challenges in changing science department cultures--•no coupling between support/incentivesand student learning.•very few authentic assessments of student learning•investment required for development of assessment tools, pedagogically effective materials, supporting technology, training• no $$$ (not considered important)