Transcript U_Texas_lunch100705 - Michigan State University

Pathways to
Scientific Teaching
Diane Ebert-May
Department of Plant Biology
Michigan State University
[email protected]
http://first2.org
Q uickTim e™ and a G r aphics decom pr essor ar e needed t o see t his pict ur e.
Team at MSU
Rett Weber - Plant Biology (postdoctoral researcher)
Deb Linton - Plant Biology (Tri-C, Ohio)
Duncan Sibley - Geology
Doug Luckie - Physiology
Scott Harrison - Microbiology (graduate student)
Tammy Long - Plant Biology
Heejun Lim - Chemistry Education
Rob Pennock - Philosophy
Charles Ofria - Engineering
Rich Lenski - Microbiolgy
Janet Batzli - Plant Biology [U of Wisconsin]
The trouble with our times is that the
future is not what it used to be.
-Paul Valery, The Art of Poetry
Engage
Question 1
Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
Scientific teaching involves active learning
strategies to engage students in the
process of science.
Question 2
Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
Students learn science best by doing
science.
Question 3
Please respond on a scale of 0-100
in increments of 10:
How important is it to use multiple kinds of
data to assess student learning?
Question 4
Please respond on a scale of 0-100
in increments of 10:
How often do you use multiple kinds of
data to make instructional decisions?
Question 5
Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
In my department, excellence/scholarship
in teaching is rewarded at a level
comparable to excellence/scholarship in
research.
Question 1
Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
Scientific teaching involves active learning
strategies to engage students in the
process of science.
Question 2
Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
Students learn science best by doing
science.
Large Class Meeting
Question 3
Please respond on a scale of 0-100
in increments of 10:
How important is it to use multiple kinds of
data to assess student learning?
Question 4
Please respond on a scale of 0-100
in increments of 10:
How often do you use multiple kinds of
data to make instructional decisions?
Question 5
Please respond on a scale of 1-5:
1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
In my department, excellence/scholarship
in teaching is rewarded at a level
comparable to excellence/scholarship in
research.
Articles derived from journal papers
Explore
Backwards Design
Identify desired
goals/objectives
Determine
acceptable
evidence
Design learning
experiences and
instruction
Wiggins and McTighe 1998
Assessment Gradient
low
Potential for Assessment of Learning
high
Multiple Choice … … Concept Maps … … Essay … … Interview
high
Ease of Assessment
Theoretical Framework
• Ausubel 1968; meaningful learning
• Novak 1998; visual representations
• King and Kitchner 1994; reflective judgment
• National Research Council 1999; theoretical frameworks
for assessment
low
What is assessment?
Data collection with the purpose of
answering questions about…
students’ understanding
students’ attitudes
students’ skills
instructional design and implementation
curricular reform (at multiple grainsizes)
Learning objectives
Once you have a set of learning goals….
assign a Bloom-level to each goal.
Statement that indicates level of expectation
of performance
What level of learning
do we ask of our students?
Bloom (1956)
Cognitive Domain of Educational Objectives
6 categories Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Mean Bloom Level
Department of Plant Biology
Course Level
31
Department of Plant Biology
% Total Qs
Bloom Level
Course Level
*N items
32
Explore
more...
Individually
[on your carbonless paper]
Draw a concept map or another type
of visual model that shows the
relationship between two terms:
Teaching
Research
Guidelines for Planning Research
How do instructors move from
assessment to designing research
on learning?
Ask Questions
What did the assessment data suggest
about student understanding?
Why didn’t students understand critical
concepts?
What has been done already about
students’ understanding of these
concepts?
Investigator’s Purpose
Improve own classroom instruction action research?
Scientific research?
Design Study
Collect Data
How and why will you select the research
methods?
What kinds of data will you collect?
Direct or Self-Report?
How will you analyze the data?
Research Designs
Data Collection
Analyze Data
How will you analyze the data?
How could the results influence
instruction?
Data Analysis
Quantitative data - statistical analysis
Qualitative data
break into manageable units and define
coding categories
search for patterns, quantify
interpret and synthesize
Valid and repeatable measures
Report the Study
Ideas and results are peer reviewed formally and/or informally.
Science journals
Explain
Question
How do analogous assessment questions help
us determine students’ prior understanding and
progressive thinking about the carbon cycle?
Some
Common
Misconceptions
Some
Common
Misconceptions
about
Photosynthesis
& Respiration
about
Photosynthesis
& Respiration
Concept 1: Matter disappears during decomposition of organisms in the soil.
Concept 2: Photosynthesis as Energy: Photosynthesis provides energy for uptake of
nutrients through roots which builds biomass. No biomass built through photosynthesis
alone.
Concept 3: Thin Air: CO2 and O2 are gases therefore, do not have mass and therefore,
can not add or take away mass from an organism.
Concept 4: Plant Altruism: CO2 is converted to O2 in plant leaves so that all organisms
can ‘breathe’.
Concept 5: All Green: Plants have chloroplasts instead of mitochondria so they can not
respire.
Assessment Tools
to
Detect Learning
What’s a tool used to test student’s attitudes?
1. Self-Efficacy
2.VASS (Views)
What’s a tool used to test knowledge?
1. Exam
2. Writing
3. PBA
4. Concept
Inventory
The most common tool used is?
What is the relationship among DNA, a
gene, and a chromosome?
a. A chromosome contains hundreds of genes which are
composed of DNA.
b. DNA contains hundreds of genes which are composed of
chromosomes.
c. A gene contains hundreds of chromosomes which are
composed of DNA.
An mRNA molecule with the following sequence is being
read by a ribosome: 5' CCG-ACG -UGC 3'
What was the original 'antisense' DNA sequence that
encoded this?
a. 5' CCG-ACG-UGC 3'
b. 5' CCG-ACG-TGC 3'
c. 5' GGC-TGC-ACG 3'
d. 5' CCA-CGT-CGG 3'
What is the relationship among DNA, a
gene, and a chromosome?
a. A chromosome contains hundreds of genes which are
composed of DNA.
b. DNA contains hundreds of genes which are composed of
chromosomes.
c. A gene contains hundreds of chromosomes which are
composed of DNA.
An mRNA molecule with the following sequence is being
read by a ribosome: 5' CCG-ACG -UGC 3'
What was the original 'antisense' DNA sequence that
encoded this?
a. 5' CCG-ACG-UGC 3'
b. 5' CCG-ACG-TGC 3'
c. 5' GGC-TGC-ACG 3'
d. 5' CCA-CGT-CGG 3'
Problem Identification
Let’s try an
experiment
OK?
DEFINE a bicycle with words
DRAW a picture of a bicycle
Now... let’s
examine the
concept of a
bicycle
Which parts and
subsystems did
you include in
your drawing vs.
your definition?
•
What’s a subsystem?
Propulsion
Joseph Novak, in Learning,
Creating and Using Knowledge:
Concept Maps as Facilitative Tools
in Schools and Corporations 1998
“Meaningful learning results when
the learner chooses to relate new
information to ideas the learner
already knows. Rote learning
occurs when the learner memorizes
new information without relating to
prior knowledge.”
59
C-TOOLS
Students could
explain details of
transcription &
translation but not
the relation...
“DNA-GeneChromosome”
Can concept
mapping force
students to “Think
different” and
confront their (mis)
understanding?
Concept Maps
are
represent
display
connected
with
has
has
Used for
Concepts
Knowledge or
Understanding
Visual Diagrams
Or Models
Structure
Hierarchy
is constructed
with
Assessment
Linking Words
Organization
Context
promotes
Reflection &
Learning
Prior
Knowledge
New
Information
We’ve built some infrastructure...
With Robograder for feedback.
www.ctools.msu.edu
Student’s Concept Map
D.E. Moody, Mapping Biology
Knowledge, 2000
“In a pair of mutually complementary
studies*, concept mapping has
been shown to facilitate learning
when constructed both before a unit
of instruction, as an advance
organizer, or when constructed
following the unit, as a so-called
‘postorganizer.’ ”
*Willerman and MacHarg (1991),
Spiegel and Barufaldi (1994)
Concept
Maps have
been tested
in the
classroom.
Evolution and Natural Selection
How does active learning affect students’
understanding of evolution and natural selection
over time?
Objective (outcome)
Students will demonstrate
understanding of evolution by
natural selection.
Alternative Conceptions:
Natural Selection
•Changes in a population occur through a gradual
change in individual members of a population.
•New traits in species are developed in response
to need.
•All members of a population are genetically
equivalent, variation and fitness are not
considered.
•Traits acquired during an individual’s lifetime will
be inherited by offspring.
Pre-test: Essay
Explain the changes that occurred in the tree and
animal. Use your current understanding of evolution by
natural selection.
(AAAS 1999)
Modified problem: populations of trees and animals
CINS Multiple Choice
In guppy populations, what are the primary
changes that occur gradually over time?
a.
The traits of each individual guppy within a population gradually
change.
b.
The proportions of guppies having different traits within a
population change.
c.
Successful behaviors learned by certain guppies are passed on to
offspring.
d.
Mutations occur to meet the needs of the guppies as the
environment changes.
•
Concept Inventory of Natural Selection. Anderson et al. 2004
Active Learning
Day 13 in class:
Pretest: CINS multiple choice and dino
essay
Artificial selection in dogs
Groups discuss and record: Why are
dogs only one species?
Groups discuss and record: Breed a
larger dog.
Assign concept map 4 - homework
Concept Map 4
Individual Assignment
Make a new concept map demonstrating your
understanding of natural selection using the following
concepts.
genetic variation
evolution
species
population
natural selection
artificial selection
selective agent
73
Active Learning
Day 14 in class
Artificial selection in plants
Group discuss and record: What traits were
selected and why?
Clicker Q: Plant fitness
Natural selection
Clicker Q: Selection on beak size
Group discuss and record: What traits were
naturally selected in Hawaiian finches?
Minute paper: Natural and artificial selection
Assign homework: Guppy sexual selection
Homework: Guppy Sexual Selection
http://www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.html
Active Learning
Day 15
In class: groups
Determine fitness of wild tobacco
Sexual selection
review guppy homework
Assign homework: concept map 5
Concept Map 5
Individual Assignment
Add the following terms to concept map 4.
biotic factors
abiotic factors
fitness
trait
mutation
reproduction
meiosis
allele frequency
variation
selection pressure
adaptation
77
Assessments
•2nd midterm exam
CINS multiple choice on natural selection
•Final exam
CINS multiple choice on natural selection
Dinosaur post test
Assessments 2005
Mean Percent Correct
C-map 5
C-map 4
Post 1
MC
Post 2
MC
Pre
MC
Post
Essay
Clicker MC
Pre
Essay
day
Active
Learning
N= 49-117
day
Days of Instruction
0.35
Pre MC - Pre Essay
Pre MC - Post 1 MC
Pre MC - Post 2 MC
Pre Essay - Post 1 MC
Pre Essay - Post Essay
0.54
0.25
0.33
0.53
Cmap 4 - Cmap 5
Cmap 4 - Post 2 MC
Post 1 MC - Post 2 MC
Post 1 MC - Post 2 MC
0.60
0.38
0.38
0.29
Correlations (p<0.05)
Design Experiment
Quantitative Data
Qualitative Data
Ebert-May et al. 2003 Bioscience
Instructional Design
Two class meetings on carbon cycle (160
minutes)
Active, inquiry-based learning
Cooperative groups
Questions, group processing, large lecture
sections, small discussion sections, multi-week
laboratory investigation
Homework problems including web-based
modules
Different faculty for each course
One graduate/8-10 undergraduate TAs per course
Experimental Design
Two introductory courses for majors:
Bio 1 - organismal/population biology (faculty A)
Bio 2 - cell and molecular biology (faculty B)
Three cohorts:
Cohort 1
Bio 1
(n=141)
Cohort 2 Bio1/Bio2 (n=63)
Cohort 3 Other/Bio2 (n=40)
Assessment Design
Multiple iterations/versions of the carbon cycle
problem
Pretest, midterm, final
with additional formative
Text
assessments during class
Administered during instruction
Semester 1 - pretest, midterm, final exam
Semester 2 - final exam
Problem
Experimental setup:
Weighed out 3 batches of radish seeds each weighing
1.5 g.
Experimental treatments:
1. Seeds placed on moistened paper towels in LIGHT
2. Seeds placed on moistened paper towels in DARK
3. Seeds not moistened (left DRY) placed in light
Problem (2)
After 1 week, all plant material was dried in
an oven overnight (no water left) and plant
biomass was measured in grams.
Predict the biomass of the plant material
in the various treatments.
Water, light
Water, dark
No water, light
Results
Mass of Radish Seeds/Seedlings
1.46 g
1.63 g
1.20 g
Write an explanation about the results.
Explain the results.
Write individually on carbonless paper.
Grandma Johnson Problem
Hypothetical scenario: Grandma Johnson had very
sentimental feelings toward Johnson Canyon, Utah,
where she and her late husband had honeymooned
long ago. Her feelings toward this spot were such that
upon her death she requested to be buried under a
creosote bush overlooking the canyon. Trace the path
of a carbon atom from Grandma Johnson’s remains to
where it could become part of a coyote. NOTE: the
coyote will not dig up Grandma Johnson and consume
any of her remains.
Analysis of Responses
Used same scoring rubric (coding scheme) for all
three problems - calibrated by adding additional
criteria when necessary, rescoring:
Examined two major concepts:
Concept 1: Decomposers respire CO2
Concept 2: Plants uptake of CO2
Explanations categorized into two groups:
Organisms (trophic levels)
Processes (metabolic)
Coding Scheme
Code
Organisms
Code
P rocesses and pathways
1
Decomposers
IA
Cellular Respiration
IB
Release CO
IIA
P athway of Carbon
2
P rimary
producers
2
IIA _1: through Air
IIA _2 : through Root
IIA _3 : no mention about pathway
IIB
Make Glucose
II C
P hotosynthesis
3
Herbivore
III
Respiration
(glycolysis, Kreb cycle)
4
Carnivore
IV
Respiration
(glycolysis, Kreb cycle)
Correct Student Responses (%)
Respiration
Decomposers
CellularCellular
Respiration
bybyDecomposers
Bio1/Bio2
Other/Bio2
Friedmans, p<0.01
Correct Student Responses (%)
of Carbon
in Photosynthesis
PathwayPathway
of Carbon
in Photosynthesis
Bio1/Bio2
Other/Bio2
Friedmans, p<0.05
System
Model
Teaching
Is it scientific?
Research