Transcript Pathways to Scientific Teaching

Pathways to
Scientific Teaching
Diane Ebert-May
Department of Plant Biology
Michigan State University
[email protected]
http://first2.org
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 in teaching
is rewarded at a level comparable to
excellence 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?
•
•
How People Learn
Bransford et al 1999, 2004
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 in teaching
is rewarded at a level comparable to
excellence in research.
•
Articles derived from journal papers
Explore
Working Backwards
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
Department of Plant Biology
% Total Qs
Bloom Level
Course Level
*N items
Explore
more...
Individually
[on your carbonless paper]
•Draw a 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
Assessment Tools
Detect Learning
.....or not
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'
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
www.ctools.msu.edu
Student’s Concept Map
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.”
Models
Connections
Organization
Visual
Reasoning
Can crop transgenes be kept on
a leash?
Marvier and Van Acker (2005)
Movement of transgenes beyond
their intended destination - certainty.
Unlikely that transgenes can be
retracted once they escape.
Human error, risk management
issues.
Humans and ecosystems at risk
from traits that escape?
Turn to your
neighbor...
What questions would you
ask to check students
knowledge and
comprehension after they
read the paper?
•
Knowledge and
Comprehension Qs
What is a gene? A transgene?
What is a trait?
How does an allele differ from a
mutation? A transgene?
How can the genotype of an
organism influence the phenotype?
How does sexual reproduction
occur in plants?
Box Model
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
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
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)
Do Faculty Change?
Do Students Learn Better?
Has student learning responded to
professional development?
From T. Derting (NSF CCLI Final Report)
Has student learning responded to
professional development?
From Derting (NSF Final Report)
Teaching
Is it scientific?
Research