The Relationship Between Conceptual Learning and Teacher SelfReflection

The Relationship Between Conceptual Learning and Teacher Self-Reflection Kathleen Falconer Dept of Elementary Education and Reading, SUNY- Buffalo State College <falconka@buffalostate. edu> Joe Zawicki, Dept of Earth Science and Science Education, SUNY- Buffalo State College Dan Mac. Isaac Dept of Physics, SUNY- Buffalo State College AAPT Summer 2008 Edmonton

Abstract While both constructivism and self-reflection are essential elements of contemporary science teacher preparation programs, the precise nature of the relationship between these two conceptual frameworks has not been well defined. This study explored the question: How do the levels of conceptual understanding and the attitudes of a teacher relate to their ability to reflect upon instructional efficacy? Twenty-nine graduate students participated in an intensive, summer graduate physics course on electricity and magnetism. Pre- and post-instruction surveys and assessments included conceptual instruments (CSEM, DIRECT), attitude and efficacy instruments (STEBI, Attitudes and Beliefs About The Nature of and The Teaching of Mathematics and Science, and a total of 14 (daily) reflective journal entries (content and pedagogy), six journal reading reflections, three learning commentaries and a course final exam. Journal entries and learning commentaries were rated (blindly) on the relative level of reflection. The results indicate some relationship between self-reflection and conceptual understanding.

Introduction An intact group of twenty-nine graduate students participated in physics course on electricity and magnetism. §one third of the participants were trained as physics teachers §one fifth were alternative certification candidates §remainder were certified in other subjects §over one third of the participants were female. The course was a component of a masters program designed for both currently practicing teachers and for degree candidates in an alternative certification program The course met daily (8: 00 AM – 5: 00 PM) for three weeks; students earned 6 graduate credit hours.

Design Pre- and post-instruction surveys and assessments • Conceptual Survey of Electricity and Magnetism (CSEM; Maloney et. al. , 2001) • Determining and Interpreting Resistive Electric Circuits Concept Test (DIRECT; Englehardt and Beichner, 2002) • The Science Teacher Efficacy Belief Instrument (STEBI; Riggs & Enochs, 1990) • Attitudes and Beliefs About The Nature of and The Teaching of Mathematics and Science (Mc. Ginnis et. al. , 1996)

Design Reflective writing assessments Each participant completed • a total of 14 (daily) reflective journal entries • instructional highlights of the day, a new physics content or pedagogical idea struggled with and insight, with a final open question • six journal reading reflections • formal reflective essays on how two of the author’s ideas from a reading might be interpreted in light of the student’s teaching and learning experiences in physics • three learning commentaries • formal essays describing, at length, the evolution of the student’s thoughts on the learning of one specific scientific concept, supported with specific data taken from classroom observations and activities within the course (or from their own classrooms)

Design Journal entries and learning commentaries were rated (blindly) on a five point scale indicating the relative level of reflection. • no reflection • restatement of concepts addressed in classroom discussions • modest level of new reflection and insight • moderate level of reflection and insight • well-developed level of reflection and insight For each participant a level of reflection in the written documents was measured throughout the course.

Design These results were then compared to student performance on the conceptual surveys (CSEM, DIRECT), the affective surveys (STEBI, ABANTMS), and the final exam. The data were analyzed using paired pre-test/post-test gain scores and effect sizes and correlations.

Results

Results • The attitude and belief results were encouraging. The teacher participants’ efficacy, as measured by the STEBI, increased a statistically significant (p<0. 05) amount, while the outcome expectancy remained constant. • For the Maryland instrument, the attitudes towards math and science increased a statistically significant (p<0. 05) amount, while the other beliefs and attitudes scores remained constant.

Results • The scores on the reflective journals ranged from one, with no reflection, to high of five, with welldeveloped level of reflection and insight. • While some of the teacher participants’ scores, on the reflective journals, increased during the course, there many whose scores remained constant. • There was a minor correlation between the reflection scores and performance in the course and on conceptual measures.

Conclusion Teacher participants learned significant conceptual content knowledge. Initial knowledge state of the teacher participants was very low in many cases. Unlike previous studies, the attitude and beliefs of the teacher participants remained constant or increased during the course. However, our preliminary analysis did not show a significant correlation with either conceptual or attitude or beliefs.

Conclusion However as a student commented, in one of the final reflective writing assignment, that I hate to admit, as I might get stoned for this, that the journaling and commentary, while onerous at first, helped me to develop my metacognition. Reviewing what we had learned sometimes helped me to make sense of the material, and sometimes pointed out what needed further work. Even the bits that I didn’t grasp seemed more attainable after I analyzed where the gaps in my understanding of a concept. For example, I know that I need to specifically concentrate on building a solid model of fields in a wire. I did not have time to do that this week, but I will be able to do this on my own. . .