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21 November 2008© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 1
The University of Waikato
Private Bag 3105
Hamilton, New Zealand
0800 WAIKATO
www.waikato.ac.nz
Alison Campbell
School of Science & Engineering
You let them talk in lectures?Student discussion as formative assessment
21 November 2008
“Effective science communication is an art involving creativity,
imagination, and innovation, along with planning, practice, decision
making, and evaluation. Teaching is a scholarly activity, benefiting
from research, collective experience, and crititcal thinking
throughout. Yet with all the demands on our time we seldom have
an opportunity to think through the entire process.”
(Committee on Undergraduate Science Education, 1997)
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University science teaching:
• Has a strong focus on transmission of
knowledge;
• Less emphasis on developing understanding of
the nature of science;
• First-year classes often large;
• Standard lecture format with little opportunity for
active student engagement;
• Assessment processes often summative &
encourage surface learning.
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Nature of science:
After 3 years of study, 3rd-year biology students had
no better understanding of the nature of science
than 1st-year students at the beginning of their
university career.(Campbell & Cooke, unpub.)
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1st yr 3rd yr before 3rd yr after
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an
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ore
Section C: understanding nature of science
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Issues for first-year university students:
• Problems with new concepts;
• Inability to see the „big picture‟;
• Differing cultural and educational
backgrounds;
• Large amount of course content;
• Lack of independent learning skills.
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“Yeah, they then come to university and
expect to be fed everything, they expect
handouts, they expect everything on a
plate and then they expect to know that
everything that could possibly be in the
exam is in the handouts …”
(Campbell et al. 2008)
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“… to translate [other teaching methods] into a
sort of, practical classroom situation was quite
difficult especially when you‟re got all this course
material where you‟ve got to get through, it‟s
lovely to have, let‟s have group sessions and lets
do this, you know, you just don‟t have time to do it
all.”
(Campbell et al. 2008)
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Excessive content (& inappropriate assessment) may
see students using surface learning strategies to cope…
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Formative assessment: “the process used by
teachers and students to recognise and
respond to student learning in order to
enhance that learning, during the learning.” Bell & Cowie (2001)
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Concept mapping &
feedback on learning
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“[Problem-solving sessions] were also the
most satisfying lectures of all because you
know, we can then nut out the problem and I
can help the students and I know they are
learning.” (Campbell et al. 2008)
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But – more easily achieved in tutorial classes.
Harder to manage in lecture rooms (less
opportunity for teacher-student discussion).
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“I think [lectures are] a shocking way of teaching. I
don‟t think it‟s a good way of learning but it‟s a good
way of disseminating information and I think, I try
and combine teaching with the dissemination of
information.”(Campbell et al. 2008)
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Talking in lectures
as formative assessment
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(From Nicol & Macfarlane-
Dick, 2006)
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Good feedback practice:• Helps clarify what good performance is
• Facilitates development of self-assessment (reflection) in
learning;
• Delivers high-quality information to students about their learning;
• Encourages teacher and peer dialogue around learning;
• Encourages positive motivational beliefs and self-esteem;
• Provides opportunities to close the gap between current and
desired performance;
• Provides information to teachers that can be used to shape
teaching.(From Nicol & Macfarlane-Dick, 2006)
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“I am absolutely impressed by the way you get
students to interact with you and with each other.”
“[You help us to] find out what we didn‟t know and
show us what you think we should know.”