Physics Education Research at CU S.J. Pollock SPS Fall 05 or why do I keep filling out those online surveys at the start of every course?

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Presentation transcript:

Physics Education Research at CU S.J. Pollock SPS Fall 05 or why do I keep filling out those online surveys at the start of every course?

PER We want to study the LEARNING of science… in a scientific way Develop curricula and test them Collect data - conceptual surveys (pre/post is best) beliefs about science and learning ( “” ) Develop theoretical frameworks…

Pieces Coherence By Authority Independent (experiment) structure learning Novice Expert Formulas & “plug ‘n chug” Concepts & Problem Solving content think about science like a scientist Learning goals?

“Content” Force Concept Inventory (and many others) Research based Experts (especially skeptics!) => necessary (not sufficient) indicator of understanding.

Sample question

Force Concept Inventory (FCI) R. Hake, ”…A six-thousand-student survey…” AJP 66, (‘98). = post-pre 100-pre traditional lecture FCI I

Force Concept Inventory (FCI) R. Hake, ”…A six-thousand-student survey…” AJP 66, (‘98). = post-pre 100-pre red = trad, blue = interactive engagement F C I II

Force Concept Inventory (FCI) R. Hake, ”…A six-thousand-student survey…” AJP 66, (‘98). = post-pre 100-pre Fa03/Sp04 Fa98 red = trad, blue = interactive engagement F C I at C U

CU reformed course Fa 03

Phys 1110 normalized gains gain(1)=.66 +/-.02

Phys 1110 normalized gains gain(1)=.66 +/-.02 g(2)=.585 +/ points lower => (more than half a letter grade)

Phys 1110 normalized gains gain(1)=.66 +/-.02 g(2)=.585 +/-.02 g(3)=.45 +/ points lower gain (!) Course (3) (trad recit.) => significantly lower gains. (but still, double nat’l standards!)

1120 E&M pre/post

~40% ~75% * Mazur, E. Peer Instruction, Prentice Hall

Attitudes and Beliefs Assessing the “hidden curriculum” Ex: “I study physics to learn knowledge that will be useful in life.” “T “To learn physics, I only need to memorize solutions to sample problems”

W. Adams 2003, replicating Redish, Steinberg, Saul AJP 66 p. 212 (‘98) (Typical) attitude shifts

Concepts Reality W. Adams 2003, replicating Redish, Steinberg, Saul AJP 66 p. 212 (‘98) (Typical) attitude shifts

Shift (%) (“reformed” class) (All ±2%) CLASS categories Real world connect... Personal interest Sensemaking/effort... Conceptual Math understanding... Problem Solving Confidence Nature of science Engineers: -12 Phys Male: +1 Phys Female: -16

But it’s possible to do better Low learning gain high learning gain Blue= pre Red= post Data from instructor attending (somewhat) to “hidden curriculum”)

But it’s possible to do better Low learning gain high learning gain Blue= pre Red= post Data from instructor attending (somewhat) to “hidden curriculum”)

But it’s possible to do better Low learning gain high learning gain Blue= pre Red= post Data from instructor attending (somewhat) to “hidden curriculum”)

But it’s possible to do better Low learning gain high learning gain Blue= pre Red= post Data from instructor attending (somewhat) to “hidden curriculum”)

Expectations/Beliefs matter low high pre CLASS (overall)

1-Tut 3-Trad 2-Workbook “Beliefs” survey: CLASS pre/post

Trad’l Models of Education

Theory: Trad’l Model of Education Instruction via transmission IndividualContent (E/M)

Theory ingredients - to think about Construction of knowledge Resources Cognitive psych: “in the individual” head Context (setting, norms and practices) Learning is social (and political!)

Questions?!