Research on learning and teaching science; Why, What, How*

1. Research on learning and teaching science; Why, What, How* Carl Wieman Assoc. Director for Science OSTP *based on the research of many people, some from my science ed research group (most talk examples from physics, but results general)

2. Why need better science education? Presidential priority Scientifically literate public Modern economy built on S & T Future scientists and engineers Need all students to think about and use science more like scientists.

3. Major advances past 1-2 decades Consistent picture  Achieving learning brain research College science classroom studies cognitive psychology

4. Outline I. What is the learning we want? (“thinking like a scientist”) Summary of research on expertise and how it is developed II. Corresponding data from classrooms

5. Expert competence research* or ? historians, scientists, chess players, doctors,... • Expert competence = • factual knowledge • Mental organizational framework  retrieval and application patterns, relationships, scientific concepts • Ability to monitor own thinking and learning • ("Do I understand this? How can I check?") New ways of thinking-- everyone requires MANY hours of intense practice to develop *Cambridge Handbook on Expertise and Expert Performance

6. Look at experts solving problem in their discipline— • Some Generic Components in STEM • concepts and mental models • how test these and recognize when apply • distinguishing relevant & irrelevant information • established criteria for checking suitability of solution method or final answer • (knowledge, but linked with process and context) “How Scientists Think in the Real World: Implications for Science Education”, K. Dunbar, Journal of Applied Developmental Psychology 21(1): 49–58 2000

7. Essential element of developing expertise* • “Deliberate practice” (A. Ericcson) • challenging but achievable task, explicit expert-like thinking • reflection and guidance • repeat & repeat & repeat, ... • 10,000 hours later-- very high level expertise • very different brain all brains, process ~ same * accurate, readable summary in “Talent is over-rated”, by Colvin

8. What is the role of the teacher? • “Cognitive coach” • Designs tasks. Practice components of “expert thinking”, proper level. • Motivate learner to put in LOTS of effort • Evaluates performance, provides useful feedback. (Recognize and address difficulties, ...)

9. What every teacher should know Components of effective teaching/learning apply to all levels, all settings 1. Motivation (lots of research) 2. Connect with prior thinking 3. Apply what is known about memory *a. short term limitations b. achieving long term retention *4. Explicit authentic practice of expert thinking. Timely & specific feedback. basic cognitive & emotional psychology, diversity special to bio– language issues

10. a. Limits on working memory--best established, most ignored result from cognitive science Working memory capacity VERY LIMITED! (remember & process ~ 5 distinct new items) MUCH less than in typical lecture # new bio terms? slides to be provided Mr Anderson, May I be excused? My brain is full.

11. Connecting with the Science Classroom relating to research with classes

12. Average learned/course 16 traditional Lecture courses Fraction of unknown basic concepts learned Measuring conceptual mastery • Force Concept Inventory- basic concepts of force and motion 1st semester university physics. Simple real world applications. Ask at start and end of the semester-- What % learned? (“value added”) (100’s of courses/yr) improved methods 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).

13. S.D. overall. Matches error per section average trad. Cal Poly instruction Hoellwarth and Moelter, AJP 9 instructors, 8 terms, 40 students/section. Same prescribed set of student activities. Mental activities of the students dominate

14. Why the improvement? Particular student difficulties = inaccurate mental models of force and response. Changing mental model requires active mental effort “Deliberate practice” developing expert mental model, testing where it applies. Not just understand what works, now also understand why and concepts stay learned... Pollock-- E & M concepts (BEMA)

15. data with QM concept survey Retention curves measured in marketing course. Deslauriers & Wieman PRST PER

16. Learning in the classroom--A clean design experiment Deslauriers, Schelew, CEW Science Mag. May 2011 • Nearly identical groups of regular students • Same topics and learning objectives • Same time (1 week), same test • Very experienced, highly rated Prof • vs. • Postdoc (physics) inexperienced at teaching, but trained in “research-based teaching”

17. Comparison of teaching methods:identical sections (270 each), intro physics for engineers. _____II_________ Very experienced highly rated instructor--trad. lecture ___I___________ Experienced highly rated instructor-- trad. lecture identical on everything diagnostics, midterms, attendance, engagement wk 1-11 wk 1-11 Wk 12-- competition

18. Two sections the same before experiment. (different personalities, same teaching method)

19. Comparison of teaching methods:identical sections (270 each), intro physics for engineers. _____II_________ Very experienced highly rated instructor--trad. lecture ___I___________ Experienced highly rated instructor-- trad. lecture identical on everything diagnostics, midterms, attendance, engagement wk 1-11 wk 1-11 Wk 12-- competition elect-mag waves inexperienced instructor research based teaching elect-mag waves regular instructor intently prepared lecture wk 13 common exam on EM waves

20. Experimental section teaching • Assigned reading (both)--preclass online quiz (exp) • Clicker questions (both) with peer discussion (exp) • Small group activities- worksheets • (familiar elements--embedded in deliberate practice • framework & 4 principles of effective teaching) • NO prepared lecture material • (but ~ half time instructor talking-- • all reactive.)

21. Histogram of exam scores 74 ± 1 % ave 41 ± 1 % R.G. Clear improvement for entire student population. Effect size 2.5 S.D. differences in failure rates...

22. Results 1. Attendance (only the ones that attended took test) control experiment 53(3) % 75(5)% 45(5) % 85(5)% 2. Engagement

23. Common claim “But students resent new active learning methods that make them pay attention and think in class.”

24. Survey of student opinions-- transformed section “Q1. I really enjoyed the interactive teaching technique during the three lectures on E&M waves.” strongly agree “Q2 I feel I would have learned more if the whole phys153 course would have been taught in this highly interactive style.” Not unusual for SEI transformed courses

25. Learning in classroom important-- main opportunity for student-instructor interaction. • But mainly preparation for learning outside class—more time. • good homework, projects, ...(& research)

26. Perceptions about science Expert Novice Content: isolated pieces of information to be memorized. Handed down by an authority. Unrelated to world. Problem solving: pattern matching to memorized recipes. Content: coherent structure of concepts. Describes nature, established by experiment. Prob. Solving: Systematic concept-based strategies. Widely applicable. measure-- CLASS survey intro physics course  morenovice than before chem. & bio as bad *adapted from D. Hammer

27. Summary:Many aspects not new. New-- the quality of the data, and understanding why. Implementing research-based principles and practices  dramatic improvements in learning for all students. 1. Motivation 2. Connect with prior thinking 3. Apply what is known about short & long term memory *4. Practice of expert thinking. Good feedback. Good Refs.: NAS Press “How people learn”; Colvin, “Talent is over-rated”; Wieman, Change Magazine-Oct. 07 simulations at phet.colorado.edu cwsei.ubc.ca-- resources, particularly the effective clicker use booklet and videos copies of slides (+30 extras) available

28. ~ 30 extras below

29. Perceptions/attitudes about science and learning science

30. Implementation of expert thinking practice with feedback in the science classroom (aided by technology) (abbreviated summary-- how to get x 2.5 learning)

31. Example from teaching about current & voltage-- 1. Preclass assignment--Read pages on electric current. Learn basic facts and terminology. Short online quiz to check/reward (and retain). 2. Class built around series of questions & tasks.

32. (%) A B C D E When switch is closed, bulb 2 will a. stay same brightness, b. get brighter c. get dimmer, d. go out. 3 2 1 3. Individual answer with clicker (accountability, primed to learn) Jane Smith chose a. 4. Discuss with “consensus group”, revote. (prof listen in!) 5. Elicit student reasoning, discuss. Show responses. Do “experiment.”-- cck simulation. Many questions.

33. 6. Small group tasks. Explain, test, find analogy, solve, give criteria for choosing solution technique, ... Write down & hand in for individual participation credit. Lots of instructor talking, but reactive to guide thinking. Review correct and incorrect thinking, extend ideas. Respond to (many!) student questions & model testing. Requires much more subject expertise. Fun! • How practicing thinking like a scientist? • forming, testing, applying conceptual mental models • testing one’s reasoning • +getting multiple forms of feedback to refine thinking

34. How it is possible to cover as much material • transfers information gathering outside of class, • avoids wasting time covering material that students already know • Advanced courses-- often cover more • Intro courses, can cover the same amount. • But typically cut back by ~20%, as faculty understand better what is reasonable to learn.

35. Motivation-- essential (complex- depends on previous experiences, ...) Enhancing motivation to learn 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

36. 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?

37. Measuring student (dis)engagement. Erin Lane Watch random sample group (10-15 students). Check against list of disengagement behaviors each 2 min. example of data from earth science course time (minutes)

38. Nearly all intro classes average shifts to be 5-10% less like scientist. Explicit connection with real life → ~ 0% change +Emphasize process (modeling) → +10% !! new

39. Highly Interactive educational simulations-- phet.colorado.edu ~85 simulations physics + FREE, Run through regular browser. Download Build-in & test that develop expert-like thinking and learning (& fun) laser balloons and sweater

40. Design principles for classroom instruction 1. Move simple information transfer out of class. Save class time for active thinking and feedback. 2. “Cognitive task analysis”-- how does expert think about problems? 3. Class time filled with problems and questions that call for explicit expert thinking, address novice difficulties, challenging but doable, and are motivating. 4. Frequent specific feedback to guide thinking. DP

41. Components of effective teaching/learning apply to all levels, all settings 1. Motivation 2. Connect with and build on prior thinking 3. Apply what is known about memory a. short term limitations b. achieving long term retention (Bjork) retrieval and application-- repeated & spaced in time (test early and often, cumulative) 4. Explicit authentic practice of expert thinking. Extended & strenuous

42. jargon, use figures, analogies, pre-class reading Reducing unnecessary demands on working memory improves learning.

43. What about learning to think more innovatively? Learning to solve challenging novel problems Jared Taylor and George Spiegelman “Invention activities”-- practice coming up with mechanisms to solve a complex novel problem. Analogous to mechanism in cell. 2008-9-- randomly chosen groups of 30, 8 hours of invention activities. This year, run in lecture with 300 students. 8 times per term. (video clip)

44. Plausible mechanisms for biological process student never encountered before 6.0 Average Number 5.0 4.0 Number of Solutions 3.0 2.0 1.0 0.0 Control Structured Inventions (Outside Inventions (During Problems (tutorial) of Lecture) Lecture)

46. Deslauriers, Lane, Harris, Wieman Bringing up the bottom of the distribution “What do I do with the weakest students? Are they just hopeless from the beginning, or is there anything I can do to make a difference?” many papers showing things that do not work Here-- Demonstration of how to transform lowest performing students into medium and high. Intervened with bottom 20-25% of students after midterm 1. a. very selective physics program 2nd yr course b. general interest intro climate science course

47. What did the intervention look like? • Email after M1-- “Concerned about your performance. 1) Want to meet and discuss”; • or 2) 4 specific pieces of advice on studying. [on syllabus] • Meetings-- “How did you study for midterm 1?” • “mostly just looked over stuff, tried to memorize book & notes”Give small number of specific things to do: • 1. test yourself as review the homework problems and solutions. • 2. test yourself as study the learning goals for the course given with the syllabus. • 3. actively (explain to other) the assigned reading for the course. • 4. Phys only. Go to weekly (optional) problem solving sessions.

48. Intro climate Science course (S. Harris and E. Lane) No intervention Email only Email & Meeting intervention no intervention

49. Intro climate science course. Very broad range of students. (N=185) • End of 2nd yr Modern physics course (very selective and demanding, N=67) bottom 1/4 averaged +19% improvement on midterm 2 ! Averaged +30% improvement on midterm 2 !

50. Bunch of survey and interview analysis end of term.  students changed how they studied (but did not think this would work in most courses, doing well on exams more about figuring out instructor than understanding the material) Instructor can make a dramatic difference in the performance of low performing students with small but appropriately targeted intervention to improve study habits.