*based on the research of many people, some from my science ed research group(most talk examples from physics, but results general)

Carl WiemanAssoc. Director for ScienceOSTP

Why need better science education?

Scientifically literate public

Modern economybuilt on S & T

Need all students to think about and use science more like scientists.

Future scientists and engineers

Presidential priority

cognitivepsychology

brainresearch

College scienceclassroom

studies

Major advances past 1-2 decadesConsistent picture Achieving learning

I. What is the learning we want? (“thinking like a scientist”)

Summary of research on expertise and how it is developed

II. Corresponding data from classrooms

Outline

or ?

Expert competence =• factual knowledge• Mental organizational framework retrieval and

application

Expert competence research*

• Ability to monitor own thinking and learning("Do I understand this? How can I check?")

New ways of thinking-- everyone requires MANY hours of intense practice to develop

*Cambridge Handbook on Expertise and Expert Performance

patterns, relationships, scientific concepts

historians, scientists, chess players, doctors,...

Look at experts solving problem in their discipline—

“How Scientists Think in the Real World: Implications forScience Education”, K. Dunbar, Journal of Applied Developmental Psychology 21(1): 49–58 2000

Some Generic Components in STEM• concepts and mental models • how test these and recognize when apply • distinguishing relevant & irrelevant information• established criteria for checking suitability of

solution method or final answer (knowledge, but linked with process and context)

Essential element of developing expertise*“Deliberate practice” (A. Ericcson)• challenging but achievable task, explicit expert-like

thinking • reflection and guidance• repeat & repeat & repeat, ...

10,000 hours later-- very high level expertisevery different brain

* accurate, readable summary in “Talent is over-rated”, by Colvin

all brains, process ~ same

What is the role of the teacher?“Cognitive coach” • Designs tasks. Practice components of “expert

thinking”, proper level.• Motivate learner to put in LOTS of effort• Evaluates performance, provides useful feedback.

(Recognize and address difficulties, ...)

What every teacher should knowComponents of effective teaching/learning apply to all levels, all settings

1. Motivation (lots of research)

2. Connect with prior thinking 3. Apply what is known about memory

*a. short term limitationsb. achieving long term retention

*4. Explicit authentic practice of expert thinking. Timely & specific feedback.

basic cognitive & emotional psychology, diversity

special to bio– language issues

Mr Anderson, May I be excused?My brain is full.

MUCH less than in typical lecture# new bio terms?

a. Limits on working memory--best established, most ignored result from cognitive science

Working memory capacityVERY LIMITED!(remember & process~ 5 distinct new items)

slides to beprovided

Connecting with the Science Classroom

relating to research with classes

On average learn <30% of concepts did not already know.Lecturer quality, class size, institution,...doesn't matter!Similar data for conceptual learning in other courses.

R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

• Force Concept Inventory- basic concepts of force and motion 1st semester university physics. Simple real world applications.

Fraction of unknown basic concepts learned

Average learned/course 16 traditional Lecture courses

Measuring conceptual mastery

Ask at start and end of the semester--What % learned? (“value added”) (100’s of courses/yr)

improvedmethods

average trad. Cal Poly instruction

9 instructors, 8 terms, 40 students/section. Same prescribed set of student activities.Mental activities of the students dominate

S.D. overall. Matches error per section

Hoellwarth and Moelter, AJP

Particular student difficulties = inaccurate mental models of force and response.

Changing mental model requires active mental effort

“Deliberate practice” developing expert mental model,testing where it applies.Not just understand what works,

now also understand why

and concepts stay learned...

Why the improvement?

Pollock-- E & M concepts (BEMA)

0 2 4 6 8 10 12 14 16 18 2030

40

50

60

70

80

90

100

Retention interval (Months after course over)

Conc

ept S

urve

y Sc

ore

(%)

award-winningtraditional=- 2.3 2.7 %

transformed =-3.4 2.2%

Retention curves measured in marketing course.

data with QM concept survey

Deslauriers & Wieman PRST PER

Learning in the classroom--A clean design experimentDeslauriers, Schelew, CEW Science Mag. May 2011

• Nearly identical groups of regular students• Same topics and learning objectives• Same time (1 week), same test

• Very experienced, highly rated Prof vs.

Postdoc (physics) inexperienced at teaching, but trained in “research-based teaching”

Comparison of teaching methods: identical sections (270 each), intro physics for engineers. ___I___________

Experienced highly rated instructor-- trad. lecture wk 1-11 wk 1-11identical on everything

diagnostics, midterms, attendance, engagement

_____II_________

Very experienced highly rated instructor--trad. lecture

Wk 12-- competition

  Control Section Experiment Section

Number of Students enrolled 267 271Conceptual mastery(wk 10) 47± 1 % 47 ± 1%Mean CLASS (start of term) (Agreement with physicist)

631% 651%

Mean Midterm 1 score 59± 1 % 59± 1 %Mean Midterm 2 score 51± 1 % 53± 1 %Attendance before 55±3% 57±2%Attendance during experiment 53 ±3% 75±5%Engagement before 45±5 % 45±5 %Engagement during 45 ±5% 85 ± 5%

Two sections the same before experiment. (different personalities, same teaching method)

Comparison of teaching methods: identical sections (270 each), intro physics for engineers. ___I___________

Experienced highly rated instructor-- trad. lecture wk 1-11 wk 1-11

elect-mag wavesinexperienced instructorresearch based teaching

elect-mag wavesregular instructorintently prepared lecture

identical on everythingdiagnostics, midterms, attendance, engagement

_____II_________

Very experienced highly rated instructor--trad. lecture

Wk 12-- competition

wk 13 common exam on EM waves

• Assigned reading (both)--preclass online quiz (exp)• Clicker questions (both) with peer discussion (exp)• Small group activities- worksheets(familiar elements--embedded in deliberate practiceframework & 4 principles of effective teaching)

• NO prepared lecture material(but ~ half time instructor talking--all reactive.)

Experimental section teaching

1 2 3 4 5 6 7 8 9 10 11 1205

101520253035404550

standardlecture

experiment

Histogram of exam scores

Clear improvement for entire student population.Effect size 2.5 S.D.

ave 41 ± 1 % 74 ± 1 %

differences in failure rates...

R.G.

Results1. Attendance(only the ones that attended took test)

control experiment 53(3) % 75(5)%

2. Engagement

45(5) % 85(5)%

Common claim “But students resent new active learning methods that make them pay attention and think in class.”

Survey of student opinions-- transformed section “Q1. I really enjoyed the interactive teaching technique during the three lectures on E&M waves.”

Strongly agree

Agree Neutral Disagree Strongly disagree

0

10

20

30

4050

60

70 6357

122 0N

umbe

r of

stu

dent

s

“Q2 I feel I would have learned more if the whole phys153 course would have been taught in this highly interactive style.”

Strongly agree

Agree Neutral Disagree Strongly disagree

01020304050607080

67

36

21

82N

umbe

r of

stu

dent

s

stronglyagree

Not unusual forSEI transformedcourses

Learning in classroom important-- main opportunity for student-instructor interaction.

But mainly preparation for learning outside class—more time.Þ good homework, projects, ... (& research)

Novice ExpertContent: isolated pieces of information to be memorized.

Handed down by an authority. Unrelated to world.

Problem solving: pattern matching to memorized recipes.

Perceptions about science

Content: coherent structure of concepts.

Describes nature, established by experiment.

Prob. Solving: Systematic concept-based strategies. Widely applicable.

*adapted from D. Hammer

measure-- CLASS survey

intro physics course more novice than beforechem. & bio as bad

Summary: Many aspects not new.New-- the quality of the data, and understanding why. Implementing research-based principles and practices dramatic improvements in learning for all students.

Good Refs.:NAS Press “How people learn”; Colvin, “Talent is over-rated”; Wieman, Change Magazine-Oct. 07 simulations at phet.colorado.educwsei.ubc.ca-- resources, particularly the effective clickeruse booklet and videos

copies of slides (+30 extras) available

1. Motivation 2. Connect with prior thinking 3. Apply what is known about short & long term memory*4. Practice of expert thinking. Good feedback.

~ 30 extras below

Perceptions/attitudes about scienceand learning science

Implementation of expert thinking practice with feedback in the science classroom(aided by technology)

(abbreviated summary-- how to get x 2.5 learning)

Example from teaching about current & voltage--1. Preclass assignment--Read pages on electric current. Learn basic facts and terminology. Short online quiz to check/reward (and retain).2. Class built around series of questions & tasks.

(%)

A B C D E

When switch is closed, bulb 2 will a. stay same brightness, b. get brighterc. get dimmer, d. go out.

21 3

3. Individual answer with clicker(accountability, primed to learn)

4. Discuss with “consensus group”, revote. (prof listen in!)5. Elicit student reasoning, discuss. Show responses. Do “experiment.”-- cck simulation. Many questions.

Jane Smithchose a.

6. Small group tasks. Explain, test, find analogy, solve, give criteria for choosing solution technique, ...Write down & hand in for individual participation credit.

Lots of instructor talking, but reactive to guide thinking. Review correct and incorrect thinking, extend ideas.Respond to (many!) student questions & model testing.Requires much more subject expertise. Fun!

How practicing thinking like a scientist?• forming, testing, applying conceptual mental models• testing one’s reasoning+getting multiple forms of feedback to refine thinking

How it is possible to cover as much material• transfers information gathering outside of class,• avoids wasting time covering material that

students already know

Advanced courses-- often cover more

Intro courses, can cover the same amount.But typically cut back by ~20%, as faculty understand better what is reasonable to learn.

Motivation-- essential(complex- depends on previous experiences, ...)

a. Relevant/useful/interesting to learner (meaningful context-- connect to what they know and value) b. Sense that can master subject and how to master

c. Sense of personal control/choice

Enhancing motivation to learn

Practicing expert-like thinking--Challenging but doable tasks/questions

Explicit focus on expert-like thinking• concepts and mental models• recognizing relevant & irrelevant information• self-checking, sense making, & reflection

Teacher provide effective feedback (timely and specific)

How to implement in classroom?

Measuring student (dis)engagement. Erin LaneWatch random sample group (10-15 students). Check against list of disengagement behaviors each 2 min.

time (minutes)

example of data from earth science course

Nearly all intro classes average shifts to be5-10% less like scientist.

Explicit connection with real life → ~ 0% change+Emphasize process (modeling) → +10% !!new

Highly Interactive educational simulations--phet.colorado.edu ~85 simulations physics + FREE, Run through regular browser. Download

Build-in & test that develop expert-like thinking andlearning (& fun)

laserballoons and sweater

Design principles for classroom instruction1. Move simple information transfer out of class. Save class time for active thinking and feedback.

2. “Cognitive task analysis”-- how does expert thinkabout problems? 3. Class time filled with problems and questions that call for explicit expert thinking, address novice difficulties, challenging but doable, and are motivating.4. Frequent specific feedback to guide thinking.

DP

Components of effective teaching/learning apply to all levels, all settings

1. Motivation2. Connect with and build on prior thinking 3. Apply what is known about memory

a. short term limitationsb. achieving long term retention (Bjork)

retrieval and application-- repeated & spaced in time (test early and often, cumulative)

4. Explicit authentic practice of expert thinking. Extended & strenuous

Reducing unnecessary demands on working memory improves learning.jargon, use figures, analogies, pre-class reading

What about learning to think more innovatively? Learning to solve challenging novel problems

Jared Taylor and George Spiegelman

“Invention activities”-- practice coming up withmechanisms to solve a complex novel problem.Analogous to mechanism in cell.

2008-9-- randomly chosen groups of 30, 8 hours ofinvention activities.This year, run in lecture with 300 students. 8 times per term. (video clip)

Average Number

0.0

1.0

2.0

3.0

4.0

5.0

6.0

Control StructuredProblems (tutorial)

Inventions (Outsideof Lecture)

Inventions (DuringLecture)

Num

ber o

f Sol

utio

nsPlausible mechanisms for biological process student neverencountered before

Average Time to First Solution Thread

0.0

2.0

4.0

6.0

8.0

10.0

12.0

14.0

Control SPSA (Outside ofLecture)

IA (Outside ofLecture)

IA (During Lecture)

Tim

e (m

in)

Bringing up the bottom of the distribution

“What do I do with the weakest students? Are they just hopeless from the beginning, or is there anything I can do to make a difference?”many papers showing things that do not work

Here-- Demonstration of how to transform lowest performing students into medium and high.

Intervened with bottom 20-25% of students after midterm 1.a. very selective physics program 2nd yr courseb. general interest intro climate science course

Deslauriers, Lane, Harris, Wieman

What did the intervention look like? Email after M1-- “Concerned about your performance. 1) Want to meet and discuss”; or 2) 4 specific pieces of advice on studying. [on syllabus]

Meetings-- “How did you study for midterm 1?” “mostly just looked over stuff, tried to memorize book & notes” Give small number of specific things to do:1. test yourself as review the homework problems and solutions.2. test yourself as study the learning goals for the course given with the syllabus.3. actively (explain to other) the assigned reading for the course. 4. Phys only. Go to weekly (optional) problem solving sessions.

Intro climate Science course (S. Harris and E. Lane)

no interventionintervention

Email only Email & Meeting

No intervention

bottom 1/4 averaged +19% improvement on midterm 2 !

Averaged +30% improvement on midterm 2 !

• End of 2nd yr Modern physics course (very selective and demanding, N=67)

• Intro climate science course. Very broad range of students. (N=185)

Bunch of survey and interview analysis end of term.

students changed how they studied

(but did not think this would work in most courses, doing well on exams more about figuring out instructor than understanding the material)

Instructor can make a dramatic difference in the performance of low performing students with small but appropriately targeted intervention to improve study habits.

(lecture teaching) Strengths & WeaknessesWorks well for basic knowledge, prepared brain:

bad,avoid

good,seek

Easy to test. Effective feedback on results.Information needed to survive intuition on teachingBut problems with approach if learning:• involves complex analysis or judgment• organize large amount of information• ability to learn new information and apply

Complex learning-- different.

scientific

thinking

processing and retention from lecture tiny (for novice)

Wieman and Perkins - test 15 minutes after toldnonobvious fact in lecture.10% remember

many examples from research:

Used/perceived as expensive attendance and testing device little benefit, student resentment.

clickers*-- Not automatically helpful-- give accountability, anonymity, fast response

Used/perceived to enhance engagement, communication, and learning transformative• challenging questions-- concepts• student-student discussion (“peer instruction”) &

responses (learning and feedback)• follow up instructor discussion- timely specific

feedback• minimal but nonzero grade impact

*An instructor's guide to the effective use of personal response systems ("clickers") in teaching-- www.cwsei.ubc.ca

Characteristics of expert tutors* (Which can be duplicated in classroom?)

Motivation major focus (context, pique curiosity,...)Never praise person-- limited praise, all for processUnderstands what students do and do not know. timely, specific, interactive feedbackAlmost never tell students anything-- pose questions.Mostly students answering questions and explaining.Asking right questions so students challenged but can figure out. Systematic progression.Let students make mistakes, then discover and fix.Require reflection: how solved, explain, generalize, etc.

*Lepper and Woolverton pg 135 in Improving Academic Perfomance

UBC CW Science Education Initiative and U. Col. SEI

Changing educational culture in major research university science departmentsnecessary first step for science education overall

• Departmental level scientific approach to teaching, all undergrad courses = learning goals, measures, tested best practicesDissemination and duplication.

All materials, assessment tools, etc to be available on web

Institutionalizing improved research-basedteaching practices. (From bloodletting to antibiotics)

Goal of Univ. of Brit. Col. CW Science Education Initiative (CWSEI.ubc.ca) & Univ. of Col. Sci. Ed. Init.• Departmental level, widespread sustained change at major research universities scientific approach to teaching, all undergrad courses• Departments selected competitively• Substantial one-time $$$ and guidance

Extensive development of educational materials, assessment tools, data, etc. Available on web.Visitors program

Research on learning complex tasks(e.g. expertise in math & science)

old view, current teaching

soaks in, variable

brain plastic

transform viasuitable “exercise”

knowledge

new view

Significantly changing the brain, not just adding bits of knowledge.

Building proteins, growing neurons enhance neuron connections, ...

“Teaching by telling”, intuitive & unsuccessful.Works for transfer of simple knowledge.

Student Perceptions/Beliefs

0%

10%

20%

30%

40%

50%

60%

0 10 20 30 40 50 60 70 80 90 100

All Students (N=2800)

Intended Majors (N=180)

Actual Majors (N=52) 3-4 yrs later

Perc

ent o

f Stu

dent

s

CLASS Overall Score (measured at start of 1st term of college physics)

ExpertNovice

Kathy Perkins, M. GratnyPERC Proc. 2010

elementary ed

Student Beliefs

0%

10%

20%

30%

40%

50%

60%

0 10 20 30 40 50 60 70 80 90 100

Actual Majors who wereoriginally intended phys majors

Actual Majors who were NOT originally intended phys majors

Perc

ent o

f Stu

dent

s

CLASS Overall Score (measured at start of 1st term of college physics)

ExpertNovice

Course Grade in Phys I or Phys II(day 1 beliefs more important than 1st yr grades)

0%5%

10%15%20%25%30%35%40%45%

DFW C B AGrade in 1st term of college physics

Perc

ent o

f Stu

dent

s

All Students (2.7/4)

Intended Majors (2.7/4)Actual Majors (3.0/4)

Filtering not developing. Successful physics majors--must start college with belief system of physics faculty members.

troubling implication

Improving student perceptions-- recent progress(Hammer & Redish AJP, FIU PERC Proc., UBC QM tbp)

• Focus on process (modeling)• Explicit real world connections (up front, not end)• (likely) no stupid exam & homework problemsAlso--students mostly know what physicists believe, just don’t agree (K. Perkins et al)