Shifting Mindsets in Physics Education Stephen Tsui Department of Physics California State University San Marcos 12 th CSU Regional Symposium on University Teaching, California Polytechnic State University San Luis Obispo, May 2009

Acknowledgements Professor Charles De Leone Professor Edward Price

Outline Passive vs. Interactive Physics Learning Instructional Role Adjustment Course and Instructor Outcomes Remarks to Facilitators Concluding Remarks

A Traditional Physics Education Lecture  Derivations  Examples  Instructor’s Anecdotes Laboratory  Cookie Cutter Activities  Verifies Lecture Assessment  Mathematical Problem Solving Passive Learning

Call to Action in Physics Education Teaching by telling is ineffective for most Knowing how to plug in bits to an equation is not subject mastery Conceptual difficulties cannot simply be overcome by the assertion of the instructor Qualitative reasoning is lacking Connections between concept, formal representations, and the real world are not made A coherent conceptual framework is not always an outcome McDermott, Education Outreach (1998)

A Shift to Interactive Learning Instructor Transmission Lecture Examples Passive Learning Facilitator Engagement Exploration Models Active Learning

Physics 205/206 at CSUSM Adapted From UC Davis  Developed by Professor Wendell Potter Institutionalized Course for Biology Majors  Supported by CSUSM Science Departments  Recognized by local community colleges: MiraCosta College & Palomar College Interactive Learning  Model-Based Instruction  Hands-On Activities  Group Problem Solving and Discussion  Supplementary Lecture  Text consisting of notes

Not the Choir Research institution Late interest in teaching Little “innovation” in my education

My Early Teaching Experience Algebra-Based Physics Lab  Supplemented other professors’ work Socratic Homework Recitation Section  Not allowed to answer questions Introductory Physics for Engineers  I explained the book  Made occasional use of video examples

The Bias Lecture worked for me I, not the students, control my class My lectures are clear and relevant I am innovative; I use videos My enthusiasm will be their enthusiasm Education research is a fad I resent being told that my method isn’t good enough

The Bias

Preparing for the Role Read course materials  Structured discovery-based text Met regularly with the principle instructor  Apprenticeship Planned the class  Anticipated events  Prepared mini-lectures Expected to be surprised  It worked for someone else; maybe it will work for me

Initial Expectations Gain conceptual understanding of physics Gain mathematical functionality in problem solving Respect the field of study Personal Goals Sought After Student Outcomes Professional development

Conducting a Class Hold class-wide discussion of homework  Assign groups to problems  Students prepare presentations on wipeboards  All students engage in discourse Perform laboratory activity  Developing a model overrides looking for numbers  Questions are open-ended Hold class-wide discussion of activity Present supplemental lecture  Learning is based on exploration, not expectation  Demonstration Proceed to next activity

Challenges Participation  Significant portion of the grade Pacing  Time-intensive process  Many special topics are not covered Urge to Lecture  Resistant students want this  Obvious shift in behavior when done  Supplemental problems help compensate Real-Time Adaptation  Class direction may change on the fly  Pinpointing weaknesses during discourse  Maintaining engagement

Example Cell Wall Co-transport  Asked students to teach me biological process  Predicted behavior based on their knowledge base  Applied fundamental physics to the prediction  Presented supplemental lecture

Endgame Results Application of knowledge models and relevant experience to problems Readily engage in scientific discourse Peer supportive teaching Driven to understand rather than to simply solve Personal Outcomes Student Outcomes Less inclined to pure lecture instruction Value in-class scientific discourse Proponent of model-driven learning Recognize lab before lecture is feasible

Course Evaluations How actively have you participated in all aspects of the learning process? How interested were you in the subject matter when you first enrolled? How interested are you in the material now?

Assessment: Changing Attitudes After this class, I felt more empowered to engage in scientific discourse (discussion and debate). I found this course format to be more beneficial than a traditional lecture format.

Assessment: Changing Attitudes The professor treated me with respect and encouraged me. I now have a conceptual understanding of basic physics.

Advice for New Facilitators You are Needed  Your role is not passive Set Aside the Bias  Experiment is our business Release Control While Maintaining Authority  Trust and respect the students Trade Critical Thinking For Special Knowledge  You will cover less material Be Flexible  Success depends on your engagement Keep a Journal  Be wary; look for ways to improve

Concluding Remarks Interactive learning is an active field of research in physics education The instructor is a critical role A traditional lecturer, with guidance, can shift roles to that of a learning facilitator This new method of instruction is viable and often appreciated by students