1. *based on the research of many people, some from my science ed research group (most talk examples from physics, but results general) Carl Wieman Assoc. Director for Science OSTP

2. Why need better science education? Scientifically literate public Modern economy built on S & T Need all students to think about and use science more like scientists. Future scientists and engineers Presidential priority

3. cognitive psychology brain research College science classroom studies Major advances past 1-2 decades Consistent picture  Achieving learning

4. I. What is the learning we want? (“thinking like a scientist”) Summary of research on expertise and how it is developed II. Corresponding data from classrooms Outline

5. or ? Expert competence = factual knowledge Mental organizational framework  retrieval and application Expert competence research* Ability to monitor own thinking and learning ("Do I understand this? How can I check?") New ways of thinking-- everyone requires MANY hours of intense practice to develop *Cambridge Handbook on Expertise and Expert Performance patterns, relationships, scientific concepts historians, scientists, chess players, doctors,...

6. Look at experts solving problem in their discipline— “How Scientists Think in the Real World: Implications for Science Education”, K. Dunbar, Journal of Applied Developmental Psychology 21(1): 49–58 2000 Some Generic Components in STEM concepts and mental models how test these and recognize when apply distinguishing relevant & irrelevant information established criteria for checking suitability of solution method or final answer (knowledge, but linked with process and context)

7. Essential element of developing expertise* “Deliberate practice” (A. Ericcson) challenging but achievable task, explicit expert-like thinking reflection and guidance repeat & repeat & repeat,... 10,000 hours later-- very high level expertise very different brain * accurate, readable summary in “Talent is over-rated”, by Colvin all brains, process ~ same

8. What is the role of the teacher? “Cognitive coach” Designs tasks. Practice components of “expert thinking”, proper level. Motivate learner to put in LOTS of effort Evaluates performance, provides useful feedback. (Recognize and address difficulties,...)

9. What every teacher should know Components of effective teaching/learning apply to all levels, all settings 1. Motivation (lots of research) 2. Connect with prior thinking 3. Apply what is known about memory *a. short term limitations b. achieving long term retention *4. Explicit authentic practice of expert thinking. Timely & specific feedback. basic cognitive & emotional psychology, diversity special to bio– language issues

10. Mr Anderson, May I be excused? My brain is full. MUCH less than in typical lecture # new bio terms? a. Limits on working memory--best established, most ignored result from cognitive science Working memory capacity VERY LIMITED! (remember & process ~ 5 distinct new items) slides to be provided

11. Connecting with the Science Classroom relating to research with classes

12. On average learn <30% of concepts did not already know. Lecturer quality, class size, institution,...doesn't matter! Similar data for conceptual learning in other courses. R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98). Force Concept Inventory- Force Concept Inventory- basic concepts of force and motion 1 st semester university physics. Simple real world applications. Fraction of unknown basic concepts learned Average learned/course 16 traditional Lecture courses Measuring conceptual mastery Ask at start and end of the semester-- What % learned? (“value added”) (100’s of courses/yr) improved methods

13. average trad. Cal Poly instruction 9 instructors, 8 terms, 40 students/section. Same prescribed set of student activities. Mental activities of the students dominate S.D. overall. Matches error per section Hoellwarth and Moelter, AJP

14. Particular student difficulties = inaccurate mental models of force and response. Changing mental model requires active mental effort “Deliberate practice” developing expert mental model, testing where it applies. Not just understand what works, now also understand why and concepts stay learned... Why the improvement? Pollock-- E & M concepts (BEMA)

15. Retention curves measured in marketing course. data with QM concept survey Deslauriers & Wieman PRST PER

16. Learning in the classroom--A clean design experiment Deslauriers, Schelew, CEW Science Mag. May 2011 Nearly identical groups of regular students Same topics and learning objectives Same time (1 week), same test Very experienced, highly rated Prof vs. Postdoc (physics) inexperienced at teaching, but trained in “research- based teaching”

17. Comparison of teaching methods: identical sections (270 each), intro physics for engineers. ___I___________ Experienced highly rated instructor-- trad. lecture wk 1-11 identical on everything diagnostics, midterms, attendance, engagement _____II_________ Very experienced highly rated instructor--trad. lecture Wk 12-- competition

18. Control SectionExperiment Section Number of Students enrolled267271 Conceptual mastery(wk 10)47± 1 % Mean CLASS (start of term) (Agreement with physicist) 63  1%65  1% Mean Midterm 1 score59± 1 % Mean Midterm 2 score51± 1 %53± 1 % Attendance before55±3%57±2% Attendance during experiment53 ±3%75±5% Engagement before45±5 % Engagement during45 ±5%85 ± 5% Two sections the same before experiment. (different personalities, same teaching method)

19. Comparison of teaching methods: identical sections (270 each), intro physics for engineers. ___I___________ Experienced highly rated instructor-- trad. lecture wk 1-11 elect-mag waves inexperienced instructor research based teaching elect-mag waves regular instructor intently prepared lecture identical on everything diagnostics, midterms, attendance, engagement _____II_________ Very experienced highly rated instructor--trad. lecture Wk 12-- competition wk 13 common exam on EM waves

20. Assigned reading (both)--preclass online quiz (exp) Clicker questions (both) with peer discussion (exp) Small group activities- worksheets (familiar elements--embedded in deliberate practice framework & 4 principles of effective teaching) NO prepared lecture material (but ~ half time instructor talking-- all reactive.) Experimental section teaching

21. Histogram of exam scores Clear improvement for entire student population. Effect size 2.5 S.D. ave 41 ± 1 % 74 ± 1 % differences in failure rates... R.G.

22. Results 1. Attendance (only the ones that attended took test) control experiment 53(3) % 75(5)% 2. Engagement 45(5) % 85(5)%

23. Common claim “But students resent new active learning methods that make them pay attention and think in class.”

24. Survey of student opinions-- transformed section “Q1. I really enjoyed the interactive teaching technique during the three lectures on E&M waves.” “Q2 I feel I would have learned more if the whole phys153 course would have been taught in this highly interactive style.” strongly agree Not unusual for SEI transformed courses

25. Learning in classroom important-- main opportunity for student-instructor interaction. But mainly preparation for learning outside class—more time. good homework, projects,... (& research)

26. Novice Expert Content: isolated pieces of information to be memorized. Handed down by an authority. Unrelated to world. Problem solving: pattern matching to memorized recipes. Perceptions about science Content: coherent structure of concepts. Describes nature, established by experiment. Prob. Solving: Systematic concept-based strategies. Widely applicable. *adapted from D. Hammer measure-- CLASS survey intro physics course  more novice than before chem. & bio as bad

27. Summary: Many aspects not new. New-- the quality of the data, and understanding why. Implementing research-based principles and practices  dramatic improvements in learning for all students. Good Refs.: NAS Press “How people learn”; Colvin, “Talent is over- rated”; Wieman, Change Magazine-Oct. 07 simulations at phet.colorado.edu cwsei.ubc.ca-- resources, particularly the effective clicker use booklet and videos copies of slides (+30 extras) available 1. Motivation 2. Connect with prior thinking 3. Apply what is known about short & long term memory *4. Practice of expert thinking. Good feedback.

28. ~ 30 extras below

29. Perceptions/attitudes about science and learning science

30. Implementation of expert thinking practice with feedback in the science classroom (aided by technology) (abbreviated summary-- how to get x 2.5 learning)

31. Example from teaching about current & voltage-- 1. Preclass assignment--Read pages on electric current. Learn basic facts and terminology. Short online quiz to check/reward (and retain). 2. Class built around series of questions & tasks.

32. (%) A B C D E When switch is closed, bulb 2 will a. stay same brightness, b. get brighter c. get dimmer, d. go out. 2 1 3 3. Individual answer with clicker (accountability, primed to learn) 4. Discuss with “consensus group”, revote. (prof listen in!) 5. Elicit student reasoning, discuss. Show responses. Do “experiment.”-- cck simulation. Many questions. Jane Smith chose a.

33. 6. Small group tasks. Explain, test, find analogy, solve, give criteria for choosing solution technique,... Write down & hand in for individual participation credit. Lots of instructor talking, but reactive to guide thinking. Review correct and incorrect thinking, extend ideas. Respond to (many!) student questions & model testing. Requires much more subject expertise. Fun! How practicing thinking like a scientist? forming, testing, applying conceptual mental models testing one’s reasoning +getting multiple forms of feedback to refine thinking

34. How it is possible to cover as much material transfers information gathering outside of class, avoids wasting time covering material that students already know Advanced courses-- often cover more Intro courses, can cover the same amount. But typically cut back by ~20%, as faculty understand better what is reasonable to learn.

35. Motivation-- essential (complex- depends on previous experiences,...) a. Relevant/useful/interesting to learner (meaningful context-- connect to what they know and value) b. Sense that can master subject and how to master c. Sense of personal control/choice Enhancing motivation to learn

36. Practicing expert-like thinking-- Challenging but doable tasks/questions Explicit focus on expert-like thinking concepts and mental models recognizing relevant & irrelevant information self-checking, sense making, & reflection Teacher provide effective feedback (timely and specific) How to implement in classroom?

37. Measuring student (dis)engagement. Erin Lane Watch random sample group (10-15 students). Check against list of disengagement behaviors each 2 min. time (minutes) example of data from earth science course

38. Nearly all intro classes average shifts to be 5-10% less like scientist. Explicit connection with real life → ~ 0% change +Emphasize process (modeling) → +10% !! new

39. Highly Interactive educational simulations-- phet.colorado.edu ~85 simulations physics + FREE, Run through regular browser. Download Build-in & test that develop expert-like thinking and learning (& fun) laser balloons and sweater

40. Design principles for classroom instruction 1. Move simple information transfer out of class. Save class time for active thinking and feedback. 2. “Cognitive task analysis”-- how does expert think about problems? 3. Class time filled with problems and questions that call for explicit expert thinking, address novice difficulties, challenging but doable, and are motivating. 4. Frequent specific feedback to guide thinking. DP

41. Components of effective teaching/learning apply to all levels, all settings 1. Motivation 2. Connect with and build on prior thinking 3. Apply what is known about memory a. short term limitations b. achieving long term retention (Bjork) retrieval and application-- repeated & spaced in time (test early and often, cumulative) 4. Explicit authentic practice of expert thinking. Extended & strenuous

42. Reducing unnecessary demands on working memory improves learning. jargon, use figures, analogies, pre-class reading

43. What about learning to think more innovatively? Learning to solve challenging novel problems Jared Taylor and George Spiegelman “Invention activities”-- practice coming up with mechanisms to solve a complex novel problem. Analogous to mechanism in cell. 2008-9-- randomly chosen groups of 30, 8 hours of invention activities. This year, run in lecture with 300 students. 8 times per term. (video clip)

44. Average Number 0.0 1.0 2.0 3.0 4.0 5.0 6.0 ControlStructured Problems (tutorial) Inventions (Outside of Lecture) Inventions (During Lecture) Number of Solutions Plausible mechanisms for biological process student never encountered before

46. Bringing up the bottom of the distribution “What do I do with the weakest students? Are they just hopeless from the beginning, or is there anything I can do to make a difference?” many papers showing things that do not work Here-- Demonstration of how to transform lowest performing students into medium and high. Intervened with bottom 20-25% of students after midterm 1. a. very selective physics program 2 nd yr course b. general interest intro climate science course Deslauriers, Lane, Harris, Wieman

47. What did the intervention look like? Email after M1-- “Concerned about your performance. 1) Want to meet and discuss”; or 2) 4 specific pieces of advice on studying. [on syllabus] Meetings-- “How did you study for midterm 1?” “mostly just looked over stuff, tried to memorize book & notes” Give small number of specific things to do: 1. test yourself as review the homework problems and solutions. 2. test yourself as study the learning goals for the course given with the syllabus. 3. actively (explain to other) the assigned reading for the course. 4. Phys only. Go to weekly (optional) problem solving sessions.

48. Intro climate Science course (S. Harris and E. Lane) no interventionintervention Email only Email & Meeting No intervention

49. bottom 1/4 averaged +19% improvement on midterm 2 ! Averaged +30% improvement on midterm 2 ! End of 2 nd yr Modern physics course (very selective and demanding, N=67) Intro climate science course. Very broad range of students. (N=185)

50. Bunch of survey and interview analysis end of term.  students changed how they studied (but did not think this would work in most courses,  doing well on exams more about figuring out instructor than understanding the material) Instructor can make a dramatic difference in the performance of low performing students with small but appropriately targeted intervention to improve study habits.

51. (lecture teaching) Strengths & Weaknesses Works well for basic knowledge, prepared brain: bad, avoid good, seek Easy to test.  Effective feedback on results. Information needed to survive  intuition on teaching But problems with approach if learning: involves complex analysis or judgment organize large amount of information ability to learn new information and apply Complex learning-- different. scientific thinking

52.  processing and retention from lecture tiny (for novice) Wieman and Perkins - test 15 minutes after told nonobvious fact in lecture. 10% remember many examples from research:

53. Used/perceived as expensive attendance and testing device little benefit, student resentment. clickers*-- Not automatically helpful-- give accountability, anonymity, fast response Used/perceived to enhance engagement, communication, and learning  transformative challenging questions-- concepts student-student discussion (“peer instruction”) & responses (learning and feedback) follow up instructor discussion- timely specific feedback minimal but nonzero grade impact *An instructor's guide to the effective use of personal response systems ("clickers") in teaching-- www.cwsei.ubc.ca

54. Characteristics of expert tutors* (Which can be duplicated in classroom?) Motivation major focus (context, pique curiosity,...) Never praise person-- limited praise, all for process Understands what students do and do not know.  timely, specific, interactive feedback Almost never tell students anything-- pose questions. Mostly students answering questions and explaining. Asking right questions so students challenged but can figure out. Systematic progression. Let students make mistakes, then discover and fix. Require reflection: how solved, explain, generalize, etc. *Lepper and Woolverton pg 135 in Improving Academic Perfomance

55. UBC CW Science Education Initiative and U. Col. SEI Changing educational culture in major research university science departments necessary first step for science education overall Departmental level scientific approach to teaching, all undergrad courses = learning goals, measures, tested best practices Dissemination and duplication. All materials, assessment tools, etc to be available on web

56. Institutionalizing improved research-based teaching practices. ( From bloodletting to antibiotics) Goal of Univ. of Brit. Col. CW Science Education Initiative (CWSEI.ubc.ca) & Univ. of Col. Sci. Ed. Init. Departmental level, widespread sustained change at major research universities scientific approach to teaching, all undergrad courses Departments selected competitively Substantial one-time $$$ and guidance Extensive development of educational materials, assessment tools, data, etc. Available on web. Visitors program

57. Research on learning complex tasks (e.g. expertise in math & science) old view, current teaching soaks in, variable brain plastic transform via suitable “exercise” knowledge new view

58. Significantly changing the brain, not just adding bits of knowledge. Building proteins, growing neurons  enhance neuron connections,... “Teaching by telling”, intuitive & unsuccessful. Works for transfer of simple knowledge.

59. Student Perceptions/Beliefs 0% 10% 20% 30% 40% 50% 60% 0102030405060708090 100 Actual Majors who were originally intended phys majors Actual Majors who were NOT originally intended phys majors Percent of Students CLASS Overall Score (measured at start of 1 st term of college physics) 0% 10% 20% 30% 40% 50% 60% 0102030405060708090 100 All Students (N=2800) Intended Majors (N=180) Actual Majors (N=52) 3-4 yrs later Percent of Students B CLASS Overall Score (measured at start of 1 st term of college physics) Expert Novice Kathy Perkins, M. Gratny PERC Proc. 2010 elementary ed

60. Student Beliefs 0% 10% 20% 30% 40% 50% 60% 0102030405060708090 100 Actual Majors who were originally intended phys majors Actual Majors who were NOT originally intended phys majors Percent of Students CLASS Overall Score (measured at start of 1 st term of college physics) Expert Novice

61. Course Grade in Phys I or Phys II (day 1 beliefs more important than 1 st yr grades) 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% DFWCBA Grade in 1 st term of college physics Percent of Students All Students (2.7/4) Intended Majors (2.7/4) Actual Majors (3.0/4)

62. Filtering not developing. Successful physics majors--must start college with belief system of physics faculty members. troubling implication Improving student perceptions-- recent progress (Hammer & Redish AJP, FIU PERC Proc., UBC QM tbp) Focus on process (modeling) Explicit real world connections (up front, not end) (likely) no stupid exam & homework problems Also--students mostly know what physicists believe, just don’t agree (K. Perkins et al)