what works in undergraduate science education? 1 heidi iverson, colorado state university oecd...
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What Works in Undergraduate Science Education?
Heidi Iverson, Colorado State University
OECD France WorkshopEducation for Innovation: the Role of Arts and STEM Education
May 24th, 2011
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Traditional Science Classes OECD France Workshop May 24th, 2011
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Innovations
What works in undergraduate science education?
OECD France Workshop May 24th, 2011
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Meta-Analysis
•Systematic approach to the synthesis of research findings
•Pooling existing evidence
•Summing up:
▫Innovations implemented▫Evidence of success
OECD France Workshop May 24th, 2011
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What is needed?
•Gather empirical evidence
•Metric for computing effects of different studies?
Effect Size T C
C
X XES
SD
OECD France Workshop May 24th, 2011
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Gathering and Coding of Research Studies
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What was included?Four criteria:
1. focus on undergraduate education in biology, chemistry, engineering or physics;
2. include one or more instructional strategies considered to be an innovation;
3. refer to actual classrooms, rather than controlled conditions; and
4. be reported in article published in 1990 or later. (Suter & Narayanan, 2006; Beichner, 2009)
OECD France Workshop May 24th, 2011
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Innovation Commonalities
Conceptually Oriented Tasks
Collaborative Learning
Technology
Inquiry-Based
Projects
OECD France Workshop May 24th, 2011
In-clude54%
Exclude46%
In-clude77%
Ex-clude23%
In-clude58%
Exclude42%
In-clude48%
Ex-clude52%
All Innovation Studiesn = 310
Biologyn = 98
Chemistryn = 26
Engineering
n = 38
Physicsn = 148
OECD France Workshop May 24th, 2011
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Effect Size Distribution
Included Studies
n = 166
ES from -1.06 to 2.57
Mean = 0.47
SD = 0.54
83% Positive Effect
Size
OECD France Workshop May 24th, 2011
Factors Explaining Variability?
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Innovation Type
Innovation CombinationNumber of
Studies
Mean Effect Size
(SD)
Technology 30 0.35 (0.39)
Conceptually Oriented Tasks + Collaborative Learning
42 0.56 (0.41)
Conceptually Oriented Tasks + Technology 18 0.41 (0.61)
Conceptually Oriented Tasks + Collaborative Learning +Technology
38 0.46 (0.50)
OECD France Workshop May 24th, 2011
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Biology
Mean = 0.54 (0.66)
Chemistry
Mean = 0.27 (0.41)
Engineering
Mean = 0.08 (0.58)
Physics
Mean = 0.59 (0.37)
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The Issue of Assignment
•88% of studies do not have random assignment of individuals to treatment and control
•Pretest scores are essential to ensure group equivalence
•For those studies that do, when taken into account:
▫Mean effect size is much larger
OECD France Workshop May 24th, 2011
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Importance of Outcome Measure
•Outcome measure item format▫Multiple-choice (mean ES=0.56)
▫Open-ended (mean ES= 0.35)
•Alignment of the outcome measure to the study
In one particular study:▫Force and Motion Conceptual Evaluation (ES = 1
.36)
▫Open-ended traditional problem solving (ES = -0.62)
OECD France Workshop May 24th, 2011
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All Studies n = 79
n = 48
n = 29
n = 23
Study Design
Pretest-Posttest 2 Group
Control Group
Traditional
Outcome Measure
Multiple Choice Conceptual Evaluation
Subsequent Analysis in PhysicsOECD France Workshop May 24th, 2011
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Workshop/Studio Physics
1. Integrated Classroom Environment
4. Research-Based Activities
3. Students Gather Data Using
Technology
5. Instructor is Facilitator
2. Structured Student Group
Work
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Conclusions
•Innovations have a positive effect on student learning
•Things to consider:
▫Providing sufficient empirical data
▫Importance of outcome measure
▫Pretest administration
•Workshop/Studio Physics has a particularly high effect on student learning
OECD France Workshop May 24th, 2011
Special Thanks to: Ayita Ruiz-Primo, Derek Briggs, Lorrie Shepard, and Bud Talbot
This research has been funded by NSF grant REC-REESE
0635491
Contact Email: [email protected]
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Study Search Methods
Word of Mouth Journal Search Validate
Keywords
Expanded Search
ClassifyClassify papers as
either:
Background
Synthesis
Descriptive
Comparative
Comparative Studies
Biology = 82Chemistry = 18
Engineering = 23Physics = 74
SEI at CU Boulder End of Year Event 2011