1. Purpose of Scientific Education / Was: Training the next generation of scientists / Now: Preparing a scientifically literate populace and workforce in our modern economy / Consequence: We need science education to be effective for the majority of the population Based on talk by Carl Weiman, Prof. of Physics, University of British Columbia / Was: Training the next generation of scientists / Now: Preparing a scientifically literate populace and workforce in our modern economy / Consequence: We need science education to be effective for the majority of the population Based on talk by Carl Weiman, Prof. of Physics, University of British Columbia

2. Traditional Science Teaching  Faculty Member thinks about it very hard, gets it figured out clearly  Faculty Member explains it to students so that they will understand it. This method doesn’t work.  Faculty Member thinks about it very hard, gets it figured out clearly  Faculty Member explains it to students so that they will understand it. This method doesn’t work.

3. The Problem with Lecture  Short term memory is very limited.  Most people can retain up to 7 ideas, and process 4 ideas at once.  This is much less than found in the typical lecture.  Long Term memory is much larger.  Short term memory is very limited.  Most people can retain up to 7 ideas, and process 4 ideas at once.  This is much less than found in the typical lecture.  Long Term memory is much larger.

4. Research About Lectures  On average, students learned 30% of the concepts they didn’t know, or less.  This percentage was unaffected by lecture quality, class size, instructor, etc.  On average, students learned 30% of the concepts they didn’t know, or less.  This percentage was unaffected by lecture quality, class size, instructor, etc.

5. Student Beliefs about Physics Novices believe:  Content is isolated bits of information to be memorized.  Handed down by authority, unrelated to the real world.  Problem solving is matching the pattern to the recipe. Novices believe:  Content is isolated bits of information to be memorized.  Handed down by authority, unrelated to the real world.  Problem solving is matching the pattern to the recipe.

6. Student Beliefs about Physics Experts believe:  Content is a coherent structure of concepts.  Describes nature, established by experimentation.  Problem solving is using systematic concept- based strategies. Widely applicable. Intro courses actually make students more novice-like! Experts believe:  Content is a coherent structure of concepts.  Describes nature, established by experimentation.  Problem solving is using systematic concept- based strategies. Widely applicable. Intro courses actually make students more novice-like!

7. Courses Should Emphasize:  Why is this worth learning?  How is his connected to the real world?  How does this connect to what the student already knows?  That experts have factual knowledge, but also organizational structure.  That experts monitor their own understanding (“Do I really understand this?”)  Construction of understanding, built on prior thinking (i.e., use long-term memory development)  Why is this worth learning?  How is his connected to the real world?  How does this connect to what the student already knows?  That experts have factual knowledge, but also organizational structure.  That experts monitor their own understanding (“Do I really understand this?”)  Construction of understanding, built on prior thinking (i.e., use long-term memory development)

8. Effective Teaching  Know where they’re starting from  Get them actively processing ideas, then probe and guide their thinking  Build with extended “effortful practice” focused on development of expert-thinking skills.  Homework should consist of authentic problems and be provided with meaningful feedback.  Know where they’re starting from  Get them actively processing ideas, then probe and guide their thinking  Build with extended “effortful practice” focused on development of expert-thinking skills.  Homework should consist of authentic problems and be provided with meaningful feedback.

9. ConclusionsConclusions  Students think/perceive differently from experts— their brains are different  Understanding is created/discovered. Attention is necessary, but not sufficient.  Student needs to be actively engaged in trying to figure out new problems, with timely feedback and encouragement. This leads to mastery.  There must be a link between support and incentives for a department and student learning  Students think/perceive differently from experts— their brains are different  Understanding is created/discovered. Attention is necessary, but not sufficient.  Student needs to be actively engaged in trying to figure out new problems, with timely feedback and encouragement. This leads to mastery.  There must be a link between support and incentives for a department and student learning