Ben Fackler-Adams & Brad K. Smith, Skagit Valley College

1. Using metacognition to promoting promote robust learning in a module-based introductory geology course. Ben Fackler-Adams & Brad K. Smith, Skagit Valley College Susan M. DeBari & Scott Linneman, Western WA Univ. Bernie Dougan, Whatcom Community College Rene Kratz, Everett Community College Terri Plake, Northwest Indian College Sponsored by the National Science Foundation under Grant No. HER-0315060

2. Overview: 1. The role of metacognition:The 3 key findings of “How People Learn”. 2. Anatomy of an effective delivery mode:Designing modules to reinforce the three key components of learning. 3. How well does it work?Assessment data and student learning. 4. A request for collaboration: We are interested in working with collaborators who will teach this curriculum and give us feedback. Sponsored by the National Science Foundation under Grant No. HER-0315060

3. The role of metacognition How People Learn National Academy of Science, 1999 “If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.” Available at: National Academy Press; http://www.nap.edu/ Sponsored by the National Science Foundation under Grant No. HER-0315060

4. The role of metacognition Key Findings from How People Learn Students come to classrooms with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. Sponsored by the National Science Foundation under Grant No. HER-0315060

5. The role of metacognition Key Findings from How People Learn 2. To develop competence in subject area, students must: have a deep foundation of factual knowledge; understand facts and ideas in the context of a conceptual framework; (sense-making) (c) organize knowledge in ways that facilitate retrieval and application. Sponsored by the National Science Foundation under Grant No. HER-0315060

6. The role of metacognition Key Findings from How People Learn 3. A “metacognitive” approach to instruction can help students learn to take control of their own learning goals and monitoring their progress in achieving them. Internal conversation: “I know I understand ______ because I can _______, but I still can’t _______, so I must need to learn _________. Sponsored by the National Science Foundation under Grant No. HER-0315060

7. The challenge: To teach so that students reclaim the authority of understanding based on evidence and eliminate understanding based on authority. Sponsored by the National Science Foundation under Grant No. HER-0315060

8. So how did we incorporate these findings? Highly influenced by Physics and Everyday Thinking curriculum(general education college course)http://petproject.sdsu.edu Emphasizes • Preconceptions • Doing and thinking • Metacognition Theme: Transfer of Matter and Energy

9. PET assessment at WWU 150 teachers in a summer academy in 2004 (40 hrs) • Pre-test: 2.68/9 • Post-test: 7.7/9 • 1 year later: 7/9 Theme: Transfer of Matter and Energy

10. The Earth Science Curriculum No lectures: curriculum is frontloaded Theme: Solid Earth 6 learning “cycles” or units that build on each other

11. Key Finding #1: Addressing prior conceptions Each cycle/activity begins with “Initial Ideas” • “On your own, write down what you think….” • “Discuss your answers in your group. Prepare a whiteboard that illustrates your ideas and be prepared to share it with the class” ON YOUR OWN SMALL GROUP DISCUSSION GROUP PRESENTS TO CLASS

12. EXAMPLE FROM THE SECOND CYCLE: Inspect (pick up and feel) the two cubes that are set up at your table. On your own, predict how the water levels in the graduated cylinders will compare after a cube is placed in each. Assume both cubes will sink. Explain your reasoning for your prediction, then discuss in your group. INITIAL IDEAS cubes are same volume, but different mass

13. Key Finding #1: Addressing prior conceptions WHAT DOES THIS LOOK LIKE? 2. Represent range of ideas on whiteboard 1. Share initial ideas in a small group

14. Key Finding #1: Addressing prior conceptions 3. Share with the class 4. Generates class discussion

15. Key Finding #1: Addressing prior conceptions • HOW TO DEAL WITH CONFLICTS? • Use a “parking lot” • Direct comparison of 3 different “initial ideas” • No discussion of “right” or “wrong” at this stage. Cycle 3 example - Earth’s plates

16. Key Finding #1: Addressing prior conceptions COMPLEXITY OF CONCEPTS GROWS THROUGH CURRICULUM Example from Cycle 4 INITIAL IDEAS On your own, answer the following. How might energy transfer or flow inside Earth cause plate motion?

17. Key finding #2: Conceptual frame-work & sense-making • Sense-making: Continuous writing, discussing, whiteboarding • Framework: Knowledge builds from previous cycles Cycle 2: Why does Earth have a bimodal topography?

18. Key finding #2: Conceptual frame-work & sense-making UTILIZE MANIPULATIVES, DATA, AND EXPERIMENTS DISCOVERING PLATE BOUNDARIES SEISMIC WAVES http://terra.rice.edu/plateboundary/

19. Key finding #2: Conceptual frame-work & sense-making UTILIZE MANIPULATIVES, DATA, AND EXPERIMENTS • Computer simulators • Isostasy simulator • Seismic Waves • Mantle convection http://www.discoverourearth.org/student/web_tools.html#

20. Key finding #2: Conceptual frame-work & sense-making SENSE-MAKING IS NOT THE INSTRUCTOR’S ROLE

21. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Cycle reflection Initial ideas Activities within the cycle - analysis/interpretation questions Summarizing questions

22. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Cycle reflection Initial ideas What ideas do you have about energy inside the Earth? How might this energy transfer or flow to cause plate motion? Activities within the cycle - analysis/interpretation questions Summarizing questions

23. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Cycle reflection Initial ideas Activities within the cycle - analysis/interpretation questions Summarizing questions Based on the last three experiments, what can you say about the relationship between density and temperature?

24. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Cycle reflection Initial ideas Activities within the cycle - analysis/interpretation questions Summarizing questions Mantle Tomography: What features do you notice at 320 km depth below divergent boundaries (e.g., Mid-Atlantic)? How good is the correlation between these features in the mantle and divergent plate boundaries?

25. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Final cycle reflection Initial ideas Activities within the cycle - analysis/interpretation questions Summarizing questions - Draw a summary diagram that represents movement of mantle and plates at different types of plate boundaries

26. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Final cycle reflection Initial ideas Review your initial ideas on what causes the plates to move and how energy gets transferred inside the Earth. What have you learned while observing the lava lamps and tomography data? Activities within the cycle - analysis/interpretation questions Summarizing questions

27. Key finding #3: Metacognition Student thought process is tracked in writing from initial ideas through analysis questions to summarizing questions. Final cycle reflection Initial ideas How have your own ideas changed about the concept of density? Where in the cycle did learning occur for you? Activities within the cycle - analysis/interpretation questions Summarizing questions

28. How well does it work? Content Knowledge: Gains in Students’ Content Test scores (2005/6 and 2007/8 combined). 47% Gain Sponsored by the National Science Foundation under Grant No. HER-0315060

29. How well does it work? Content Knowledge: Pre-Test/Post-test Scores for Inquiry Cycle vs. Traditional Lecture/Lab deliveries. 51% 46% 37% 39% Sponsored by the National Science Foundation under Grant No. HER-0315060

30. How well does it work? Monitoring changes in students thinking about science: •Assessment #1: The Epistemological Beliefs Assessment for Physical Science (EBAPS). (N=76) • The EBAPS assessment provides a measure of students’ views of science along five dimensions: Sponsored by the National Science Foundation under Grant No. HER-0315060

31. How well does it work? Monitoring changes in students thinking about science: •Assessment #2: Gains in Students’ Earth Science CLASS Scores (N=54) •CLASS (Colorado Learning Attitudes about Science Survey, 2008) provides a measure of students’ views of science along six dimensions: Sponsored by the National Science Foundation under Grant No. HER-0315060

32. The take away points: KEY FINDINGS ARE RESEARCH BASED • Surface students’ prior conceptions • Help students establish framework for the information you teach • Help students think about the process of their learning Go whiteboards!!!

33. How well does it work? Content Elicitations of participants ideas about Earth science concepts: Prompt: Identify one concept or idea about which your understanding has changed through this cycle. What was your initial idea and what do you think now? “ At the beginning I had no idea how to categorize the Earth’s surface. Now I know that there are different plates and each plate can be made up of different material such as basalt and granite. I originally thought the heat came from the core, I just didn’t know how. Now I know that there is residual heat and heat caused by radioactive decay and that these forms of heat travel through Earth’s interior through conduction and convection.” Sponsored by the National Science Foundation under Grant No. HER-0315060

34. A Request for Collaboration We are interested in collaborators who will deliver this curriculum, allow us to collect pre-test/post-test data and give us feedback. Ben Fackler-Adams, Skagit Valley College bfackler-adams@skagit.edu Sue DeBari, Western Washington Univ. debari@geol.wwu.edu Sponsored by the National Science Foundation under Grant No. HER-0315060

35. Acknowledgements: • • NCOSP Teacher Leaders • • NCOSP Disciplinary Science & Science Education Faculty • • NCOSP Leadership Team, TOSAs, & Staff • • NCOSP PI-George Nelson • • NCOSP Evaluation Team • • Horizon Research, Inc. Sponsored by the National Science Foundation under Grant No. HER-0315060