Download presentation
Presentation is loading. Please wait.
1
Pathways to Scientific Teaching Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org
3
The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry
4
Engage Explore Explain Assess Instructional Design
5
Engage
6
Question 1 Scientific teaching involves active learning strategies to engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
7
Question 2 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
8
Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:
9
Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:
10
Question 5 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree Scientific teaching usually occurs in large lecture classes in my department.
11
In my department, excellence/scholarship in teaching is rewarded at a level comparable to excellence/scholarship in research. Question 6 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
12
Question 1 Scientific teaching involves active learning strategies to engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
14
Question 2 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
20
Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:
21
How important is it to use multiple forms of data to assess student learning? % Relative Importance n=127
22
Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:
23
How often do you use data to make instructional decisions? n=127 Frequency %
24
Question 5 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree Scientific teaching usually occurs in large lecture classes in my department.
25
Large Class Meeting
26
In my department, excellence/scholarship in teaching is rewarded at a level comparable to excellence/scholarship in research. Question 6 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree
29
Explore
30
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)
31
Why do assessment? Improve student learning and development. Provides students and faculty substantive feedback about student understanding. Challenge to use disciplinary research strategies to assess learning. Video
32
Final Assessment?
33
Identify desired outcomes Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998
34
Guidelines for Planning Research How do instructors move from assessment to designing research on learning?
35
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? Ask Questions
36
How and why will you select the methods? What kinds of data will you collect? Direct or Self- Report. How will you analyze the data? Design Study Collect Data
37
Research Designs
38
Data collection
39
How will you analyze the data? How could the results influence instruction? Analyze Data
40
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 Analyze data
41
Ideas and results are peer reviewed - formally and/or informally. Science journals Report the Study
42
Explain
43
Model for Learning - System
44
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?
45
What questions would you ask to check students knowledge and comprehension after they read the paper? Turn to your neighbor...
46
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? Knowledge and Comprehension Qs
47
Box Model
48
Students examine the different types of genetically modified crops in paper. Select one of the crops and fill in the box model - for each box.... Name of organism on top Cellular component involved in gene transfer on bottom Arrows - connect movement of transgene and explain the process. Application and Analysis Problem
49
Team at MSU Janet Batzli - Plant Biology [U of Wisconsin] Doug Luckie - Physiology Scott Harrison - Microbiology (grad student) Tammy Long - Plant Biology Deb Linton - Plant Biology (postdoc) Rett Weber - Plant Biology Heejun Lim - Chemistry Education Duncan Sibley - Geology Rob Pennock - Philosophy Charles Ofria - Engineering Rich Lenski - Microbiolgy *National Science Foundation
50
How do analogous assessment questions help us determine students’ prior understanding and progressive thinking about the carbon cycle? Question
51
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: CO 2 and O 2 are gases therefore, do not have mass and therefore, can not add or take away mass from an organism. Concept 4: Plant Altruism: CO 2 is converted to O 2 in plant leaves so that all organisms can ‘breathe’. Concept 5: All Green: Plants have chloroplasts instead of mitochondria so they can not respire. Some Common Misconceptions about Photosynthesis & Respiration
52
Quantitative Data Qualitative Data Design Experiment Ebert-May et al. 2003 Bioscience
53
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
54
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)
55
Assessment Design Multiple iterations/versions of the carbon cycle problem Pretest, midterm, final with additional formative assessments during class Administered during instruction Semester 1 - pretest, midterm, final exam Semester 2 - final exam
56
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
57
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
58
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.
59
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.
60
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 CO 2 Concept 2: Plants uptake of CO 2 Explanations categorized into two groups: Organisms (trophic levels) Processes (metabolic)
61
Coding Scheme
62
Correct Student Responses (%) Cellular Respiration by Decomposers Bio1/Bio2Other/Bio2 Friedmans, p<0.01
63
Pathway of Carbon in Photosynthesis Bio1/Bio2 Correct Student Responses (%) Other/Bio2 Friedmans, p<0.05
64
Does active, inquiry-based instructional design influence students’ understanding of evolution and natural selection? Another Question
65
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. Alternative Conceptions: Natural Selection
66
(AAAS 1999) Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.
67
Misconception: individuals evolve new traits % of Students n=80; p<.01
68
Misconception: evolution is driven by need % of Students n=80; p<.01
69
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. Anderson et al 2002
70
Posttest: Student responses to mc % of Students n=171 *
71
Animal/Tree Posttest: Gain in student understanding of fitness % of Students n=80; p<.01
72
Active participation to learn Assessment is evidence Diversity is science for all... Scientific Teaching
73
System Model
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.