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Fostering Higher-Order Learning in STEM Education: A Role for Science of Learning

This article explores the role of the science of learning in fostering higher-order learning in STEM education. It discusses the linkage between knowledge, learning processes, and instructional methods, as well as strategies such as spacing, interleaving, and test-enhanced learning. The article also highlights the power of examples in improving conceptual learning and the benefits of self-explanation and guiding questions in making sense of new information.

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Fostering Higher-Order Learning in STEM Education: A Role for Science of Learning

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  1. Fostering Higher-Order Learning in STEM Education: A Role for Science of Learning Victor Benassi Faculty Director, Center for Excellence and Innovation in Teaching and Learning Professor of Psychology University of New Hampshire Fostering Academic Success in STEM Conference April 27, 2018

  2. Acknowledgments • This work is made possible by a grant from the Davis Educational Foundation. The Foundation was established by Stanton and Elisabeth Davis after Mr. Davis's retirement as chairman of Shaw’s Supermarkets, Inc. • Thanks also to the New Hampshire (UNH) Office of the Provost and Vice President for Academic Affairs and to the Instructional Design and Development office. • Special thanks to Catherine Overson, Lauren Kordonowy, Elizabeth Tappin, Roy Richardson, DanneyRasco, and Michael Melville.

  3. Linking Kind of Knowledge, Learning Processes, and Instructional Method Based on Koedinger, et al. (2012). The Knowledge-Learning-Instruction (KLI) framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science, 36, 757-798.

  4. Pulling it Together

  5. Learning, Instruction, & Activity

  6. Learning, Instruction, & Activity

  7. NumerousStudies on Fact Learning • Carpenter, S. K. (2014). Spacing and interleaving of study and practice. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php • Pyc, M. A., Agarwal, P. K., & Roediger, H. L. (2014). Test-enhanced learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying the science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

  8. Learning, Instruction, & Activity

  9. Interleaving:Revisiting the Past Course: Statistical Reasoning Overson, Stiegler-Balfour, Tappin, Melville, Rasco, & Benassi, 2016

  10. What we did

  11. Study Background:Sequence of Instruction and Quizzing

  12. Eight Statistical Tests

  13. Experimental Manipulation Within Course Statistical Reasoning (Rasco) N = 38

  14. Comparing Question Conditions Results

  15. Mean Proportion Correct on Final Exam on Choosing the Appropriate Statistical Test one sided p < .03 Error Bars: 95% CI

  16. How might you incorporate this principle into your courses?

  17. The Power of Examples in Improving Classification of Concepts Rawson, K. A., Thomas, R. C., & Jacoby, L. L. (2015). The power of examples: Illustrative examples enhance conceptual learning of declarative concepts. Educational Psychology Review, 27, 483-504.

  18. Study Design In three lab experiments, under a variety of conditions, • College students studied declarative concepts, followed by either examples of the concepts or by additional study of the concepts. • On a later classification task, students were shown examples and were asked to identify which concept the example represented.

  19. Study Design • In three lab experiments, under a variety of conditions, • Definition only • Definition then Example • Example then Definition • On a later classification task, students were shown examples and were asked to identify which concept the example represented.

  20. Refer to Rawson, et al., 2015, Figures 1A and 1B

  21. How might you incorporate this principle into your courses?

  22. Learning, Instruction, & Activity

  23. Self-Explanation:Making sense and meaning of new information Course: Biological Science N = 148 Overson, Kordonowy, Benassi, Richardson, 2017

  24. Self-explanation • Self-monitoring of evolving understanding • Review new material • Relate information to prior knowledge • Generate questions based on new understanding • Mechanism • Identification of gaps in learning • Helps modify flawed, existing mental models

  25. What we did

  26. Student Learning Activity • Read assigned material • Responded to prompts after each reading section • What information is new? • How do the new ideas work with what you already know? • List two “I wonder (if, whether, why, how, which, where, who, etc.) . . .” questions that you have as a result of reading this section

  27. Research Design • Random assignment to one of two groups • Self-explanation group • Summary group

  28. Comparing Question Conditions Results

  29. Error Bars: 95% CI

  30. Error Bars: 95% CI

  31. Does background ability matter?

  32. Mean Performance

  33. How might you incorporate this principle into your courses?

  34. Guiding Questions Attending to relevant, related information Stiegler-Balfour, J. J., & Benassi, V .A. (2015). Guiding questions promote learning of expository text for less-skilled readers. Scholarship of Teaching and Learning in Psychology, 14, 312-325.

  35. Guiding Questions • Transfer-Appropriate Processing in a Psychology of Consciousness Course • N = 39 • Completed Gates McGinity Reading Test • Completed reading assignments • Guiding questions for some assignments, not for others. • Essay exam on all material. Focused on integration of concepts from readings.

  36. Guiding Questions Examples Encouraged students to think about relationships among concepts from the readings: “What potential problems are there with the idea that consciousness causes our actions?” “What kinds of evidence suggest a dissociation between vasomotor control and visual perception?”

  37. Learning Outcomes

  38. How might you incorporate this principle into your courses?

  39. Conclusions and Recommendations • Do your courses already incorporate the kinds of principles I have discussed today? • You can incorporate evidence-based principles, informed by science of learning, into your courses. • You can expect to observe strong learning outcomes among your students.

  40. Conclusions and Recommendations • We have just scratched the service. • Here are some sources:

  41. Resource Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php

  42. Some User-Friendly websites • Retrieval Practice http://www.retrievalpractice.org PoojaArgarwal • The Learning Scientists http://www.learningscientists.org Megan Smith and Yana Weinstein

  43. Some Accessible Videos • Deep Learning (M. Chi) https://www.youtube.com/watch?v=uC-9lViDGL0 • How People Learn (H. Roedinger) https://www.youtube.com/watch?v=4tz8gVPHhFE • Teaching, Learning, and Technology: A Role for Science of Learning (V. Benassi) https://www.youtube.com/watch?v=NG439BzFh7I

  44. Thank you

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