1. Pathways to Scientific Teaching Diane Ebert-May Department of Plant Biology Michigan State University ebertmay@msu.edu http://first2.org

3. The trouble with our times is that the future is not what it used to be. -Paul Valery, The Art of Poetry

4.  Engage  Explore  Explain  Assess Instructional Design

5. Engage

6. Question 1 Scientific teaching involves active learning strategies to engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

7. Question 2 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

8. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:

9. Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:

10. 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.

11. In my department, excellence/scholarship in teaching is rewarded at a level comparable to excellence/scholarship in research. Question 6 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

12. Question 1 Scientific teaching involves active learning strategies to engage students in the process of science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

14. Question 2 Students learn science best by doing science. Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

20. Question 3 How important is it to use multiple kinds of data to assess student learning? Please respond on a scale if 0-100 in increments of 10:

21. How important is it to use multiple forms of data to assess student learning? % Relative Importance n=127

22. Question 4 How often do you use data to make instructional decisions? Please respond on a scale of 0 - 100 in increments of 10:

23. How often do you use data to make instructional decisions? n=127 Frequency %

24. 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.

25. Large Class Meeting

26. In my department, excellence/scholarship in teaching is rewarded at a level comparable to excellence/scholarship in research. Question 6 Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree; 5=strongly disagree

29. Explore

30. 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)

31. Why do assessment? Improve student learning and development. Provides students and faculty substantive feedback about student understanding. Challenge to use disciplinary research strategies to assess learning. Video

32. Final Assessment?

33. Identify desired outcomes Determine acceptable evidence Design learning experiences and instruction Wiggins and McTighe 1998

34. Guidelines for Planning Research How do instructors move from assessment to designing research on learning?

35. What did the assessment data suggest about student understanding? Why didn’t students understand critical concepts? What has been done already about students’ understanding of these concepts? Ask Questions

36. How and why will you select the methods? What kinds of data will you collect? Direct or Self- Report. How will you analyze the data? Design Study Collect Data

37. Research Designs

38. Data collection

39. How will you analyze the data? How could the results influence instruction? Analyze Data

40. 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 Analyze data

41. Ideas and results are peer reviewed - formally and/or informally. Science journals Report the Study

42. Explain

43. Model for Learning - System

44. Can crop transgenes be kept on a leash? Marvier and Van Acker (2005) Movement of transgenes beyond their intended destination - certainty. Unlikely that transgenes can be retracted once they escape. Human error, risk management issues Humans and ecosystems at risk from traits that escape?

45. What questions would you ask to check students knowledge and comprehension after they read the paper? Turn to your neighbor...

46. What is a gene? A transgene? What is a trait? How does an allele differ from a mutation? A transgene? How can the genotype of an organism influence the phenotype? How does sexual reproduction occur in plants? Knowledge and Comprehension Qs

47. Box Model

48. Students examine the different types of genetically modified crops in paper. Select one of the crops and fill in the box model - for each box.... Name of organism on top Cellular component involved in gene transfer on bottom Arrows - connect movement of transgene and explain the process. Application and Analysis Problem

49. 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

50. How do analogous assessment questions help us determine students’ prior understanding and progressive thinking about the carbon cycle? Question

51. 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. Some Common Misconceptions about Photosynthesis & Respiration

52. Quantitative Data Qualitative Data Design Experiment Ebert-May et al. 2003 Bioscience

53. 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

54. 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 Bio1/Bio2 (n=63) Cohort 3 Other/Bio2 (n=40)

55. 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

56. 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

57. Problem (2) After 1 week, all plant material was dried in an oven 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

58. 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.

59. 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.

60. 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)

61. Coding Scheme

62. Correct Student Responses (%) Cellular Respiration by Decomposers Bio1/Bio2Other/Bio2 Friedmans, p<0.01

63. Pathway of Carbon in Photosynthesis Bio1/Bio2 Correct Student Responses (%) Other/Bio2 Friedmans, p<0.05

64. Does active, inquiry-based instructional design influence students’ understanding of evolution and natural selection? Another Question

65.  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. Alternative Conceptions: Natural Selection

66. (AAAS 1999) Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

67. Misconception: individuals evolve new traits % of Students n=80; p<.01

68. Misconception: evolution is driven by need % of Students n=80; p<.01

69. 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

70. Posttest: Student responses to mc % of Students n=171 *

71. Animal/Tree Posttest: Gain in student understanding of fitness % of Students n=80; p<.01

72. Active participation to learn Assessment is evidence Diversity is science for all... Scientific Teaching

73. System Model