Pathways to Scientific Teaching Diane EbertMay Department of
Pathways to Scientific Teaching Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu. edu http: //first 2. org
The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry
Scientific Teaching Engage Explore Explain Assess
Engage
Question 1 Please respond on a scale of 1 -5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree Students learn science best by doing science.
Question 2 Please respond on a scale of 1 -5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree Science should be taught as it is practiced.
Learners doing science. . .
Question 3 Please respond on a scale if 0 -100 in increments of 10: How important is it to use multiple kinds of data to assess student learning?
How important is it to use multiple forms of data to assess student learning? % Relative Importance n=127
Question 4 Please respond on a scale of 0 - 100 in increments of 10: How often do you use data to make instructional decisions?
How often do you use data to make instructional decisions? % Frequency n=127
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.
System Model
Question 6 Please respond on a scale of 1 -5: 1=strongly agree, 2=agree, 3=neutral, 4=disagree, 5=strongly disagree In my department, excellence and scholarship in teaching is rewarded at a level comparable to excellence amd scholarship in research.
Explore
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)
Why do assessment? Video Improve student learning and development. Provides students and faculty substantive feedback about student understanding. Challenge to use disciplinary research strategies to assess learning.
Final Assessment?
Identify desired outcomes Determine acceptable evidence Design learning experiences and instruction Wiggins and Mc. Tighe 1998
Question 7 True or False? Assessing student learning in science parallels what scientists/do as researchers.
Parallel: ask questions Description: -What is happening? Cause: -Does ‘x’ (teaching strategy) affect ‘y’ (understanding)? Process or mechanism: -Why or how does ‘x’ cause ‘y’?
Parallel: collect data We collect data to find out what our students know. Data helps us understand student thinking about concepts and content. We use data to guide decisions about course/curriculum/innovative instruction
Parallel: analyze data 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
Parallel: peer review Ideas and results are peer reviewed - formally and/or informally.
Guidelines for thinking about research. . . What did students learn? (assessment data) Why did students respond a particular way? (research) Significant question? What are the working hypotheses? Relevant theory. . What has already been done? Literature says. . . How and why select methods? Direct investigation. . . How to analyze and interpret data? What do the results mean? Coherent reasoning. . . Are findings replicable and generalizable? Critique by peers. . .
Research Designs
Data collection
Explain
Model for Learning - System
Question How do analogous assessment questions help us determine students’ prior understanding and progressive thinking about the carbon cycle?
Some Common Misconceptions about Photosynthesis & Respiration 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.
Design Experiment Quantitative Data Qualitative Data Ebert-May et al. 2003 Bioscience
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
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 Bio 1/Bio 2 (n=63) Cohort 3 Other/Bio 2 (n=40)
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
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
Problem (2) After 1 week, all plant material was dried in an 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
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.
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.
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)
Coding Scheme
Correct Student Responses (%) Cellular Respiration by Decomposers Bio 1/Bio 2 Other/Bio 2 Friedmans, p<0. 01
Correct Student Responses (%) Pathway of Carbon in Photosynthesis Bio 1/Bio 2 Other/Bio 2 Friedmans, p<0. 05
Another Question Does active, inquiry-based instructional design influence students’ understanding of evolution and natural selection?
Alternative Conceptions: Natural Selection ■ 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.
Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection. (AAAS 1999)
Misconception: individuals evolve new traits % of Students n=80; p<. 01
Misconception: evolution is driven by need % of Students n=80; p<. 01
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
Posttest: Student responses to mc % of Students n=171 *
Animal/Tree Posttest: Gain in student understanding of fitness % of Students n=80; p<. 01
Scientific Teaching Active participation to learn Assessment is evidence Diversity is science for all. . .
IRD 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
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