Cl i ck t o edi t Mast er subt i t l e st y l e I dent i f yi ng, measur i ng, and t eachi ng physi cs exper t i se Colorado physics & chem education research group: W. Adams, K. Perkins, K. Gray, L. Koch, J. Barbera, S. McKagan, N. Finkelstein, S. Pollock, R. Lemaster, S. Reid, C. Malley, M. Dubson... $$ NSF, Hewlett) Car l Wi eman Cl i ck t o edi t Mast er subt i t l e st y l e t hi nk har d, f i gur e out subj ect t el l st udent s how t o under st and i t gi ve pr obl em t o sol ve no Sci ence educat i on Model 1 ( I used f or many year s) done yes st udent s l azy or poor l y pr epar ed t el l agai n Loude r Model 1 ( f i gur e out and t el l ) St r engt hs & Weaknesses Wor ks wel l f or basi c knowl edge, pr epar ed br ai n: bad, avoi d good, seek Mor e compl ex l ear ni ng- - changi ng br ai n, not j ust addi ng bi t s of knowl edge. Fai l s f or mor e compl ex knowl edge, l i ke becomi ng physi c i st Cl i ck t o edi t Mast er subt i t l e st y l e Goal s. What st udent s wi l l be abl e t o do. ( sol ve, desi gn, anal yze, capaci t y t o l ear n, . . . ) Cr eat e act i v i t i es and f eedback t ar get i ng desi r ed exper t i se. Use, and measur e r esul t s. Sci ence Educat i on Model 2- l i ke do sci ence. done yes prior research prior research no goal s unr eal i s t i c wr ong t r eat ment why? modi f y Cl i ck t o edi t Mast er subt i t l e st y l e Model 2- - sci ent i f i c appr oach What has been l ear ned? 1. I dent i f y i ng component s of exper t i se, and how exper t i se devel oped. 2. How t o measur e component s of sci ence exper t i se. ( and what t r adi t i onal exams have been mi ssi ng) 3. Component s of ef f ect i ve t eachi ng and l ear ni ng. or ? Expert competence = •factual knowledge •Organizational framework O effective retrieval and application Exper t compet ence r esear ch* •Ability to monitor own thinking and learning ("Do I understand this? How can I check?") New ways of t hi nki ng- - r equi r e MANY hour s of i nt ense pr act i ce wi t h gui dance/ r ef l ect i on. Change br ai n “ wi r i ng” * Cambr i dge Handbook on Exper t i se and Exper t Per f or mance pat t er ns, associ at i ons, sci ent i f i c concept s hi st or i ans, sci ent i st s, chess pl ayer s, doct or s, . . . Measur i ng how wel l exper t t hi nki ng i s devel oped. On aver age l ear n <30% of concept s di d not al r eady know. Lect ur er qual i t y, c l ass s i ze, i nst i t ut i on, . . . doesn' t mat t er ! Si mi l ar dat a f or concept ual l ear ni ng i n ot her cour ses. R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98). • For ce Concept I nvent or y- basi c concept s of f or ce and mot i on 1st semest er physi cs Fraction of unknown basic concepts learned Average learned/course 16 traditional Lecture courses Measur i ng concept ual mast er y Ask at st ar t and end of semest er - - What % l ear ned? ( 100’ s of cour ses) i mpr oved met hods Novice Physicist Content: isolated pieces of information to be memorized. Handed down by an authority. Unrelated to world. Problem solving: pattern matching to memorized recipes. Physicists also have unique “belief” systems Content: coherent structure of concepts. Describes nature, established by experiment. Prob. Solving: Systematic concept- based strategies. Widely applicable. * adapt ed f r om D. Hammer Novice Expert i nt r o physi cs í mor e novi ce ref.s Redish et al, CU work--Adams, Perkins, MD, NF, SP, CW Measuring student beliefs about science * adapt ed f r om D. Hammer pr e & post % shi f t ?5- 10% I nt r o Chemi st r y and bi ol ogy j ust as bad! Sur vey i nst r ument s- - MPEX- - 1st yr physi cs, CLASS- - physi cs, chem, bi o t est s ~40 statements, strongly agree to strongly disagree-- Understanding physics basically means being able to recall something you've read or been shown. I do not expect physics equations to help my understanding of the ideas; they are just for doing calculations. Test devel opment pr ocess ( ~ 6 mont hs post - doc) 1. I nt er vi ew f acul t y- - est abl i sh l ear ni ng goal s. 2. I nt er vi ew st udent s- - under st and t hi nki ng on t opi c 2 pat t er ns emer ge wher e nonexper t t hi nki ng & t r adi t i onal exams mi ssi ng. •Way knowl edge i n subj ect i s or gani zed and appl i ed = “ Concept ual mast er y” •Way exper t s appr oach l ear ni ng and pr obl em sol v i ng Cr eat e t est s, val i dat e and r ef i ne wi t h i nt er vi ews and st at i st i cal anal ysi s Val i dat ed Concept I nvent or i es f ol l owi ng t hi s pr ocess FCI and FMCE ( i nt r o mechani cs) BEMA ( i nt r o el ect r i c i t y and magnet i sm) QMCI Quant um mechani cs concept i nvent or y ( i nt r o quant um) 3r d year quant um t est i n devel opment CUSE ( 3r d year el ect r i c i t y) Concept i nvent or y t est s under devel opment or i n ear l y use i n geol ogy, chem, bi ol ogy, physi ol ogy, . . . “ At t i t udi nal ” sur veys f or Physi cs, Chemi st r y, Bi ol ogy, Ear t h Sci ences Cl i ck t o edi t Mast er subt i t l e st y l e Model 2- - sci ent i f i c appr oach What has been l ear ned? 1. I dent i f y i ng component s of exper t i se, and how exper t i se devel oped. 2. How t o measur e component s of sci ence exper t i se. ( and what t r adi t i onal exams have been mi ssi ng) ( 3. Component s of ef f ect i ve t eachi ng and l ear ni ng. Component s of ef f ect i ve t eachi ng/ l ear ni ng appl y t o al l l evel s, al l set t i ngs ( i ncl udi ng conf er ence t al ks! ) 1. Reduce unnecessar y demands on wor ki ng memor y 2. Expl i c i t aut hent i c model i ng and pr act i ce of exper t t hi nki ng. Ext ended & st r enuous ( br ai n l i ke muscl e) 3. Mot i vat i on 4. Connect wi t h and bui l d on pr i or t hi nki ng Mr Ander son, May I be excused? My br ai n i s f ul l . MUCH l ess t han i n t ypi cal sci ence l ect ur e Li mi t s on wor ki ng memor y- - best est abl i shed, most i gnor ed r esul t f r om cogni t i ve sci ence Wor ki ng memor y capaci t y VERY LI MI TED! ( r emember & pr ocess <7 di st i nct new i t ems) < f r act i on r et ai ned t i ny Reduci ng unnecessar y demands on wor ki ng memor y i mpr oves l ear ni ng. jargon, use figures, analogies, avoid digressions Feat ur es of ef f ect i ve act i v i t i es f or l ear ni ng. 1. Reduce unnecessar y demands on wor ki ng memor y 2. Expl i c i t aut hent i c model i ng and pr act i ce of exper t t hi nki ng. Ext ended & st r enuous ( br ai n l i ke muscl e) 3. Mot i vat i on 4. Connect wi t h and bui l d on pr i or t hi nki ng 3. Mot i vat i on- - essent i al ( compl ex- depends on pr evi ous exper i ences, . . . ) a. Rel evant / usef ul / i nt er est i ng t o l ear ner ( meani ngf ul cont ext - - connect t o what t hey know and val ue) Pr obl ems wher e val ue of sol ut i on obvi ous. b. Sense t hat can mast er subj ect and how t o mast er c. Sense of per sonal cont r ol / choi ce Ef f ect i ve act i v i t i es f or l ear ni ng. 1. Reduce unnecessar y demands on wor ki ng memor y 2. Expl i c i t aut hent i c pr act i ce of exper t t hi nki ng. Ext ended & st r enuous ( br ai n l i ke muscl e) 3. Mot i vat i on 4. Connect wi t h and bui l d on pr i or t hi nki ng F=ma l i s t eni ng t o l ect ur es not t he r equi r ed “ st r enuous ment al ef f or t ” Pr act i c i ng exper t - l i ke t hi nk i ng- - Chal l engi ng but doabl e t asks/ quest i ons Expl i c i t f ocus on exper t - l i ke t hi nki ng • concept s and ment al model s • r ecogni z i ng r el evant & i r r el evant i nf or mat i on • sel f - checki ng, sense maki ng, & r ef l ect i on Pr ovi de ef f ect i ve f eedback ( t i mel y and speci f i c) “ cogni t i ve coach” Exampl e f r om a cl ass- - pr act i ci ng exper t t hi nki ng wi t h ef f ect i ve gui dance/ f eedback 1. Assi gnment - - Read chapt er on el ect r i c cur r ent . Lear n basi c f act s and t er mi nol ogy. Shor t qui z t o check/ r ewar d. 2. Cl ass bui l t ar ound ser i es of quest i ons. (% ) A B C D E When swi t ch i s c l osed, bul b 2 wi l l a. st ay same br i ght ness, b. get br i ght er c. get di mmer , d. go out . 21 3 3. I ndi v i dual answer wi t h c l i cker ( account abi l i t y , pr i med t o l ear n) 4. Di scuss wi t h “ consensus gr oup” , r evot e. ( pr of l i s t en i n! ) 5. Show r esponses. El i c i t st udent r easoni ng. Do “ exper i ment . ” - - s i mul at i on. Pr act i c i ng exper t - l i ke t hi nk i ng- - Chal l engi ng but doabl e t asks/ quest i ons Expl i c i t f ocus on exper t - l i ke t hi nki ng • concept s and ment al model s • r ecogni z i ng r el evant & i r r el evant i nf or mat i on • sel f - checki ng, sense maki ng, & r ef l ect i on Pr ovi de ef f ect i ve f eedback ( t i mel y and speci f i c) “ cogni t i ve coach” Onl y a st ar t ! Fol l ow up wi t h homewor k pr obl ems t o do much mor e of t he same! 10% af t er 15 mi nut es • Fr act i on of concept s mast er ed i n cour se 15- 25% • Bel i ef s about sci ence- - what i t i s , how t o l ear n, si gni f i cant l y l ess ( 5- 10%) l i ke sci ent i st Some Data: >90 % af t er 2 days > 50- 70% wi t h r et ent i on mor e l i ke sci ent i st Model 1 ( t el l i ng) Model 2 t r adi t i onal l ect ur e met hod sci ent i f i c t eachi ng • Ret ent i on of i nf or mat i on f r om l ect ur e Summar y: Sci ent i f i c appr oach t o physi cs educat i on. Under st and and t each physi cs exper t i se. Good Ref s. : NAS Pr ess “ How peopl e l ear n” Redi sh, “ Teachi ng Physi cs” ( Phys. Ed. Res. ) Wi eman, Change Magazi ne- Oct . 07 at www. car negi ef oundat i on. or g/ change/ CLASS bel i ef sur vey: CLASS. col or ado. edu phet s i mul at i ons: phet . col or ado. edu cwsei . ubc. ca- - r esour ces, Gui de t o ef f ect i ve use of c l i cker s n Used/ per cei ved as expensi ve at t endance and t est i ng devi ce l i t t l e benef i t , st udent r esent ment . cl i cker s* - - Not aut omat i cal l y hel pf ul - - gi ve account abi l i t y , anonymi t y, f ast r esponse Used/ per cei ved t o enhance engagement , communi cat i on, and l ear ni ng e t r ansf or mat i ve •chal l engi ng quest i ons- - concept s •st udent - st udent di scussi on ( “ peer i nst r uct i on” ) & r esponses ( l ear ni ng and f eedback) •f ol l ow up i nst r uct or di scussi on- t i mel y speci f i c f eedback •mi ni mal but nonzer o gr ade i mpact * An i nst r uct or ' s gui de t o t he ef f ect i ve use of per sonal r esponse syst ems ( " c l i cker s" ) i n t eachi ng- - www. cwsei . ubc. ca Student beliefs about science and science problem solving important! • Bel i ef s im cont ent l ear ni ng • Bel i ef s - - power f ul f i l t er - choi ce of maj or & r et ent i on • Teachi ng pr act i ces st udent s’ bel i ef s t ypi cal s i gni f i cant decl i ne ( phys and I mpl i cat i ons f or i nst r uct i on Avoi d decl i ne i f expl i c i t l y addr ess bel i ef s. Why i s t hi s wor t h l ear ni ng? How does i t connect t o r eal wor l d? How connect s t o t hi ngs st udent knows/ makes sense? UBC CW Sci ence Educat i on I ni t i at i ve and U. Col . SEI f r om “ bl oodl et t i ng t o ant i bi ot i cs” i n sci ence educat i on Changi ng educat i onal cul t ur e i n maj or r esear ch uni ver si t y sci ence depar t ment s necessar y f i r st st ep f or sci ence educat i on over al l • Depar t ment al l evel sci ent i f i c appr oach t o t eachi ng, al l under gr ad cour ses = l ear ni ng goal s, measur es, t est ed best pr act i ces Di ssemi nat i on and dupl i cat i on. Al l mat er i al s, assessment t ool s, et c t o be avai l abl e on web Data 2. Conceptual understanding in traditional course el ect r i c i t y Er i c Mazur ( Har var d Uni v. ) End of cour se. 70% can cal cul at e cur r ent s and vol t ages i n t hi s c i r cui t . onl y 40% cor r ect l y pr edi ct change i n br i ght ness of bul bs when swi t ch c l osed! 8 V 12 V 1 2 1 A B Cl i ck t o edi t Mast er subt i t l e st y l e t i me f r om begi nni ng of cour se ( yr s) 0. 5 1. 0 1. 5 2. 0 te s t o f m a s te r y (s c o r e ) 2 0 4 0 6 0 El ect r i c i t y & Magnet i sm concept s Consumer behavi or c l ass ~1/ 2 ¼ yr l at er , bel ow 0. 2 af t er 2 yr s 1. 5 yr s l at er Hi ghl y I nt er act i ve educat i onal s i mul at i ons- - phet . col or ado. edu ~80 si mul at i ons physi cs & chem FREE, Run t hr ough r egul ar br owser Bui l d- i n & t est t hat devel op exper t - l i ke t hi nki ng and l ear ni ng ( & f un) l aserbal l oons and sweat er Char act er i st i cs of exper t t ut or s* ( Whi ch can be dupl i cat ed i n c l assr oom?) Mot i vat i on maj or f ocus ( cont ext , pi que cur i osi t y, . . . ) Never pr ai se per son- - l i mi t ed pr ai se, al l f or pr ocess Under st ands what st udent s do and do not know. U t i mel y, speci f i c , i nt er act i ve f eedback Al most never t el l s t udent s anyt hi ng- - pose quest i ons. Most l y st udent s answer i ng quest i ons and expl ai ni ng. Aski ng r i ght quest i ons so st udent s chal l enged but can f i gur e out . Syst emat i c pr ogr essi on. Let st udent s make mi st akes, t hen di scover and f i x. Requi r e r ef l ect i on: how sol ved, expl ai n, gener al i ze, et c. * Lepper and Wool ver t on pg 135 i n I mpr ovi ng Academi c Per f omance
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American Physical Society Northwestern Section Annual Meeting (APS-NW) (11th : 2009)
Identifying, measuring, and teaching physics expertise Wieman, Carl 2009-05-15
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Title | Identifying, measuring, and teaching physics expertise |
Creator |
Wieman, Carl |
Contributor |
University of British Columbia. Department of Physics and Astronomy American Physical Society. Northwestern Section. Meeting |
Date Issued | 2009-05-15 |
Description | Our goal in physics courses is to teach students to think about and solve physics problems like a physicist. But what does that really mean? I will discuss research on identifying those unique components of how a physicist thinks that distinguish their thinking from that of mere mortals. I will also discuss how these particular components of thinking can be better measured and taught. Audio begins at minute 09:10 |
Extent | 110639278 bytes 662033 bytes |
Genre |
Presentation |
Type |
Sound Text |
FileFormat | application/vnd.ms-powerpoint application/octet-stream |
Language | eng |
Date Available | 2009-05-28 |
Provider | Vancouver : University of British Columbia Library |
Rights | Attribution-NonCommercial-NoDerivatives 4.0 International |
DOI | 10.14288/1.0041687 |
URI | http://hdl.handle.net/2429/8339 |
Affiliation |
Science, Faculty of Physics and Astronomy, Department of |
Citation | Wieman, Carl. 2009. Identifying, measuring, and teaching physics expertise. 11th Annual Meeting Northwest Section of the American Physical Society. May 15, 2009. University of British Columbia, Vancouver, British Columbia Canada. |
Peer Review Status | Unreviewed |
Scholarly Level | Faculty |
Copyright Holder | Wieman, Carl |
Rights URI | http://creativecommons.org/licenses/by-nc-nd/4.0/ |
AggregatedSourceRepository | DSpace |
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