Carl Wieman University of British Columbia University of Colorado Helen Quinn Symposium
Feb 23, 2016
Carl Wieman University of British ColumbiaUniversity of Colorado
Helen Quinn Symposium
Helen Science Education work1. SLAC outreach and education.
2. California state science standards
3. NAS-NRC Board on Science Education (BOSE) (most active member)
3. Helen BOSE activitiesa. Active BOSE member*b. Current Chair of BOSEc. Study Director-- NASA Ed. programsd. Very active study committee member Learning and Teaching Science in Grades K-8(“Taking Science to School” and “Ready, Set, Science”NAS Press best seller)
Proficiency in Science-- 4 strands“1. Know, use, and interpret scientific explanations of the natural world2. Generate and evaluate scientific evidence and explanations3. Understand the nature and development of scientific knowledge4. Participate productively in scientific practices and discourse”
K-8 0
= The cognitive processes and behaviors that make up scientific thinking and expertise
What is the evidence?(How well being learned, most effective ways to teach?)
Measuring how well students develop cognitiveprocesses and behaviors in specific science contexts.
Data is the ultimate judge of educational ideas andmethods.
A scientific approach to science education
Why need better science education?
Scientifically literate public
Modern economy
Need for all students.
Future scientists and engineers
How to teach science most effectively?What does the evidence say?
(figure out and tell teaching) Strengths & WeaknessesWorks well for basic knowledge, prepared brain:
bad,avoid
good,seek
Easy to test. Effective feedback on results.Highly intuitive
Problems with approach if learning:• involves complex analysis or judgment• organize large amount of information• ability to learn new information and apply
Complex learning-- different. more generally-- the four strands of science proficiency
Significantly changing the brain, not just adding bits of knowledge.
Building proteins, growing neurons enhance neuron connections, ...
“Teaching by telling”, intuitive & unsuccessful.Requires scientific approach.
cognitivepsychology
brainresearch
Scienceclassroom
studies
Major advances past 1-2 decadesConsistent picture Achieving learning
or ?
Expert competence =• factual knowledge• Organizational framework effective retrieval and
application
Expert competence research*
• Ability to monitor own thinking and learning("Do I understand this? How can I check?")
New ways of thinking-- require MANY hours of intense practice with guidance/reflection. Change brain “wiring”
*Cambridge Handbook on Expertise and Expert Performance
patterns, associations, scientific concepts
historians, scientists, chess players, doctors,...
• Expert behavior-- social practices, standards, and beliefs
What is the evidence?
Measuring how well different teaching methods develop expert-like thinking
On average learn <30% of concepts did not already know.Lecturer quality, class size, institution,...doesn't matter!Similar data for conceptual learning in other courses.
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
• Force Concept Inventory- basic concepts of force and motion 1st semester physics
Fraction of unknown basic concepts learned
Average learned/course 16 traditional Lecture courses
Measuring conceptual mastery (strand 1)
Ask at start and end of semester--What % learned? (100’s of courses)
improvedmethods
Novice ExpertContent: isolated pieces of information to be memorized.
Handed down by an authority. Unrelated to world.
Problem solving: pattern matching to memorized recipes.
Perceptions about science (all 4 strands)
Content: coherent structure of concepts.
Describes nature, established by experiment.
Prob. Solving: Systematic concept-based strategies. Widely applicable.
*adapted from D. Hammer
measure student perceptions with surveys
intro physics more novicechem. & bio as bad
Scientific approach to science education
What has been learned? (the big picture)• Mastery only comes from extended authenticpractice of all 4 strands, with effective feedback.
• Current science education K-16. Largely listening, sometimes playing, not practicing scientific thinking. not learning science proficiencies
Science education 17-25 (Ph. D. & postdoc research) Continually practice all 4 strands expert scientists
If we stopped wasting most of those first 17 years of science education....?
Example from a class--practicing with effective guidance/feedback1. Assignment--Read chapter on electric current. Learn basic facts and terminology. Short quiz to check/reward.2. Class built around series of questions.
How to actually practice strandsof scientific proficiency in class?
(%)
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
3. Individual answer with clicker(accountability, primed to learn)
4. Discuss with “consensus group”, revote. (prof listen in!)5. Elicit student reasoning, discuss. Show responses. Do “experiment.”-- cck simulation.
Follow up instructor discussion-- review correct and incorrect thinking, extend ideas. Respond to student questions & model testing.
Practicing all 4 strands of science proficiency1. Know, use, and interpret scientific explanations of the natural world.2. Generate and evaluate scientific evidence and explanations.3. Understand the nature and development of scientific knowledge.4. Participate productively in scientific practices and discourse.
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
• Force Concept Inventory- basic concepts of force and motion 1st semester physics
Fraction of unknown basic concepts learned
Average learned/course 16 traditional Lecture courses
Measuring conceptual mastery (strand 1)
improvedmethods
0 2 4 6 8 10 12 14 16 18 2030
40
50
60
70
80
90
100
88 85
68 65
Retention interval (Months)
Conc
ept S
urve
y Sc
ore
(%)
award winning traditionallecturer
interactive engagement/practice
Mastery of quantum mechanics conceptsDeslauriers & Wieman to be publishedTeaching approach matters.Retained (without relearning)
standard lecture, etc.
0
2
4
6
8
10
12
14
+ 8 hrssmall groupstructuredprob solving
or 8 hrs “invention activities”
# plausible mechanisms to explain biological process never encountered before
Taylor & Spiegelmansmall scale,randomized.preliminary
teaching innovative problemsolving
Summary: Scientific model for science educationMuch more effective. (and more fun)Helen playing major role in advocating and applying.
Good Refs.:NAS Press “How people learn” Redish, “Teaching Physics” (Phys. Ed. Res.)Wieman, Change Magazine-Oct. 07 at www.carnegiefoundation.org/change/
CLASS belief survey: CLASS.colorado.eduphet simulations: phet.colorado.educwsei.ubc.ca-- resources, Guide to effective use of clickers
Components of effective learning/teaching apply to all levels, all settings, all subjects
1. *Motivation (essential & often neglected)
2. Connect with and build on prior thinking *3. Apply what is known about memory*4. Explicit authentic practice of expert thinking. Extended & strenuous (brain development like muscle development)
Research provides guidance on all.
Motivation-- essential(complex- depends on previous experiences, ...)
a. Relevant/useful/interesting to learner (meaningful context-- connect to what they know and value) b. Sense that can master subject and how to master
c. Sense of personal control/choice
Enhancing motivation to learn
Components of effective teaching/learning apply to all levels, all settings
1. Motivation2. Connect with and build on prior thinking 3. Apply what is known about memory
a. short term limitationsb. achieving long term retention (Bjork)
retrieval and application-- repeated & spaced in time
4. Explicit authentic practice of expert thinking. Extended & strenuous (brain development like muscle development)
Mr Anderson, May I be excused?My brain is full.
MUCH less than in typical science lecture
a. Limits on working memory--best established, most ignored result from cognitive science
Working memory capacityVERY LIMITED!(remember & process<7 distinct new items)
copies of slides available online
processing and retention from lecture tiny (for novice)
Wieman and Perkins - test 15 minutes after toldnonobvious fact in lecture.10% remember
many examples from research:
Reducing unnecessary demands on working memory improves learning.jargon, use figures, analogies, pre-class reading
Components of effective teaching/learning apply to all levels, all settings
1. Motivation2. Connect with and build on prior thinking 3. Apply what is known about memory4. Explicit authentic practice of expert thinking. Extended & strenuous (brain development like muscle development)
Practicing expert-like thinking--Challenging but doable tasks/questions
Explicit focus on expert-like thinking• concepts and mental models• recognizing relevant & irrelevant information• self-checking, sense making, & reflection
Teacher provide effective feedback (timely and specific)
How to implement in classroom?
New technologies can help (when used properly)--extend capabilities of teacher.
1. Interactive simulations
2. Clickers
Highly Interactive educational simulations--phet.colorado.edu ~85 simulations physics & chemexpanding into math, biology FREE, Run through regular browserBuild-in & test that develop expert-like thinking andlearning (& fun)
laserballoons and sweater
10% after 15 minutes • Fraction of concepts mastered in course 15-25%
• Perceptions of science-- what it is, how to learn, significantly less(5-10%) like scientist
Some Data ( from science classrooms):
>90 % after 2 days
50-70% with retention
more like scientist
Model 1 (telling) traditional lecture method scientific teaching
• Retention of information from lecture
UBC CW Science Education Initiative and U. Col. SEI
Changing educational culture in major research university science departmentsnecessary first step for science education overall
• Departmental level scientific approach to teaching, all undergrad courses = learning goals, measures, tested best practicesDissemination and duplication.
All materials, assessment tools, etc to be available on web
Example from a class--practicing expert thinking with effective guidance/feedback1. Assignment--Read chapter on electric current. Learn basic facts and terminology. Short quiz to check/reward.2. Class built around series of questions.
How to actually do in class? Hundreds of students???
a) proven practices from researchb) use technology to help
Used/perceived as expensive attendance and testing device little benefit, student resentment.
clickers*-- Not automatically helpful-- give accountability, anonymity, fast response
Used/perceived to enhance engagement, communication, and learning transformative• challenging questions-- concepts• student-student discussion (“peer instruction”) &
responses (learning and feedback)• follow up instructor discussion- timely specific
feedback• minimal but nonzero grade impact
*An instructor's guide to the effective use of personal response systems ("clickers") in teaching-- www.cwsei.ubc.ca
how to cover as much material?transfer information gathering outside of class
IV. Institutionalizing improved research-basedteaching practices. (From bloodletting to antibiotics)
Univ. of Brit. Col. CW Science Education Initiative(CWSEI.ubc.ca)& Univ. of Col. Sci. Ed. Init.• Departmental level, widespread sustained change at major research universities scientific approach to teaching, all undergrad courses• Departments selected competitively• Substantial one-time $$$ and guidance
Extensive development of educational materials, assessment tools, data, etc. Available on web.Visitors program
Characteristics of expert tutors* (Which can be duplicated in classroom?)
Motivation major focus (context, pique curiosity,...)Never praise person-- limited praise, all for processUnderstands what students do and do not know. timely, specific, interactive feedbackAlmost never tell students anything-- pose questions.Mostly students answering questions and explaining.Asking right questions so students challenged but can figure out. Systematic progression.Let students make mistakes, then discover and fix.Require reflection: how solved, explain, generalize, etc.
*Lepper and Woolverton pg 135 in Improving Academic Perfomance