ben fackler-adams & brad k. smith, skagit valley college
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Ben Fackler-Adams & Brad K. Smith, Skagit Valley College
Susan M. DeBari & Scott Linneman, Western WA Univ.
Bernie Dougan, Whatcom Community College
Rene Kratz, Everett Community College
Terri Plake, Northwest Indian College
Sponsored by the National Science Foundation under Grant No. HER-0315060
Overview: 1. The role of metacognition:
The 3 key findings of “How People Learn”. 2. Anatomy of an effective delivery mode:
Designing modules to reinforce the three key components of learning. 3. How well does it work?
Assessment data and student learning. 4. A request for collaboration:
We are interested in working with collaborators who will teach this curriculum and give us feedback.
Sponsored by the National Science Foundation under Grant No. HER-0315060
Sponsored by the National Science Foundation under Grant No. HER-0315060
How People LearnNational Academy of Science, 1999
“If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.”
The role of metacognition
Available at: National Academy Press; http://www.nap.edu/
Sponsored by the National Science Foundation under Grant No. HER-0315060
The role of metacognition
1.Students come to classrooms with preconceptions about how the world works.
If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.
Key Findings from Key Findings from How People LearnHow People Learn
Sponsored by the National Science Foundation under Grant No. HER-0315060
The role of metacognition
Key Findings from Key Findings from How People LearnHow People Learn
2. To develop competence in subject area, students must:
(a) have a deep foundation of factual knowledge;(b)understand facts and ideas in the context of a
conceptual framework; (sense-making)(c) organize knowledge in ways that facilitate
retrieval and application.
Sponsored by the National Science Foundation under Grant No. HER-0315060
The role of metacognition
Key Findings from Key Findings from How People LearnHow People Learn
3. A “metacognitive” approach to instruction can help students learn to take control of their own learning goals and monitoring their progress in achieving them.
Internal conversation:“I know I understand ______ because I can _______, but I still can’t _______, so I must need to learn _________.
Sponsored by the National Science Foundation under Grant No. HER-0315060
The challenge:
To teach so that students reclaim the authority of understanding based on evidence and eliminate understanding based on authority.
So how did we incorporate So how did we incorporate these findings?these findings?
Highly influenced by Physics and Everyday Thinking curriculum(general education college course) http://petproject.sdsu.edu
Emphasizes– Preconceptions– Doing and thinking– Metacognition
Theme: Transfer of Matter and Energy
PET PET assessment at WWUassessment at WWU
150 teachers in a summer academy in 2004 (40 hrs)
• Pre-test: 2.68/9• Post-test: 7.7/9• 1 year later: 7/9
Theme: Transfer of Matter and Energy
The Earth Science CurriculumThe Earth Science CurriculumNo lectures: curriculum is frontloaded
Theme: Solid Earth
6 learning “cycles” or units that build on each other
Key Finding #1Key Finding #1: Addressing prior : Addressing prior conceptionsconceptions
Each cycle/activity begins with “Initial Ideas”– “On your own, write down what you think….”– “Discuss your answers in your group. Prepare
a whiteboard that illustrates your ideas and be prepared to share it with the class”
ON YOUR OWN
SMALL GROUP DISCUSSION GROUP
PRESENTS TO CLASS
1. Inspect (pick up and feel) the two cubes that are set up at your table.
On your own, predict how the water levels in the graduated cylinders will compare after a cube is placed in each. Assume both cubes will sink. Explain your reasoning for your prediction, then discuss in your group.
EXAMPLE FROM THE SECOND CYCLE:EXAMPLE FROM THE SECOND CYCLE:
INITIAL IDEAS
cubes are same volume, cubes are same volume, but different massbut different mass
Key Finding #1Key Finding #1: Addressing prior : Addressing prior conceptionsconceptions
1. Share initial ideas in a small group
WHAT DOES THIS LOOK LIKE?
2. Represent range of ideas on whiteboard
Key Finding #1Key Finding #1: Addressing prior : Addressing prior conceptionsconceptions
4. Generates class discussion
3. Share with the class
Key Finding #1Key Finding #1: Addressing prior : Addressing prior conceptionsconceptions
Cycle 3 example - Earth’s plates
• Direct comparison of 3 different “initial ideas”
• No discussion of “right” or “wrong” at this stage.
HOW TO DEAL WITH CONFLICTS?• Use a “parking lot”
Key Finding #1Key Finding #1: Addressing prior : Addressing prior conceptionsconceptions
Example from Cycle 4Example from Cycle 4
INITIAL IDEASOn your own, answer the following. How might energy transfer or flow inside Earth cause plate motion?
COMPLEXITY OF CONCEPTS GROWS THROUGH CURRICULUM
Key finding #2Key finding #2: Conceptual frame-: Conceptual frame-work & sense-makingwork & sense-making
• Sense-making: Continuous writing, discussing, whiteboarding
• Framework: Knowledge builds from previous cycles
Cycle 2: Why does Earth have a bimodal topography?
UTILIZE MANIPULATIVES, DATA, AND EXPERIMENTS
Key finding #2: Conceptual frame-work & sense-making
http://terra.rice.edu/plateboundary/
DISCOVERING PLATE BOUNDARIES
SEISMIC WAVES
UTILIZE MANIPULATIVES, DATA, AND EXPERIMENTS
Key finding #2: Conceptual frame-work & sense-making
http://www.discoverourearth.org/student/web_tools.html#
Computer simulators• Isostasy simulator• Seismic Waves• Mantle convection
SENSE-MAKING IS NOT THE INSTRUCTOR’S ROLE
Key finding #2: Conceptual frame-work & sense-making
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Cycle reflection
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Cycle reflection
What ideas do you have about energy inside the Earth? How might this energy transfer or flow tocause plate motion?
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Cycle reflection
Based on the last three experiments, what can you say about the relationship between density and temperature?
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Cycle reflection
Mantle Tomography:What features do you notice at 320 km depth below divergent boundaries (e.g., Mid-Atlantic)? How good is the correlation between these features in the mantle and divergent plate boundaries?
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Final cycle reflection
- Draw a summary diagram that represents movement of mantle and plates at different types of plate boundaries
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Final cycle reflection
Review your initial ideas on what causes the plates to move and how energy gets transferredinside the Earth. What have you learned while observing the lava lamps and tomography data?
Key finding #3Key finding #3: Metacognition: MetacognitionStudent thought process is tracked in writing Student thought process is tracked in writing from initial ideas through analysis questions from initial ideas through analysis questions to summarizing questions. to summarizing questions.
Initial ideas
Activities within the cycle - analysis/interpretation questions
Summarizing questions
Final cycle reflection
How have your own ideas changed about the concept of density? Where in the cycle did learning occur for you?
Content Knowledge: Gains in Students’ Content Test scores (2005/6 and 2007/8 combined).
How well does it work?
Sponsored by the National Science Foundation under Grant No. HER-0315060
47% Gain
Content Knowledge: Pre-Test/Post-test Scores for Inquiry Cycle vs. Traditional Lecture/Lab deliveries.
Sponsored by the National Science Foundation under Grant No. HER-0315060
How well does it work?
51%37% 46%
39%
Monitoring changes in students thinking about science:•Assessment #1: The Epistemological Beliefs Assessment for Physical Science (EBAPS). (N=76) • The EBAPS assessment provides a measure of students’ views of science along five dimensions:
Sponsored by the National Science Foundation under Grant No. HER-0315060
How well does it work?
Monitoring changes in students thinking about science:•Assessment #2: Gains in Students’ Earth Science CLASS Scores (N=54)•CLASS (Colorado Learning Attitudes about Science Survey, 2008) provides a measure of students’ views of science along six dimensions:
Sponsored by the National Science Foundation under Grant No. HER-0315060
How well does it work?
The take away points:
• Surface students’ prior conceptions• Help students establish framework for
the information you teach• Help students think about the process of
their learning
KEY FINDINGS ARE RESEARCH BASED
Go whiteboards!!!
Content Elicitationsof participants ideas about Earth science concepts:
Prompt:Identify one concept or idea about which your understanding has changed
through this cycle. What was your initial idea and what do you think now?
“ At the beginning I had no idea how to categorize the Earth’s surface. Now I know that there are different plates and each plate can be made up of different material such as basalt and granite. I originally thought the heat came from the core, I just didn’t know how. Now I know that there is residual heat and heat caused by radioactive decay and that these forms of heat travel through Earth’s interior through conduction and convection.”
Sponsored by the National Science Foundation under Grant No. HER-0315060
How well does it work?
Sponsored by the National Science Foundation under Grant No. HER-0315060
We are interested in collaborators who will deliver this curriculum, allow us to collect pre-test/post-test data and give us feedback.
A Request for Collaboration
Ben Fackler-Adams, Skagit Valley College bfackler-adams@skagit.edu
Sue DeBari, Western Washington Univ.debari@geol.wwu.edu
Sponsored by the National Science Foundation under Grant No. HER-0315060
Acknowledgements:
• NCOSP Teacher Leaders
• NCOSP Disciplinary Science & Science Education Faculty
• NCOSP Leadership Team, TOSAs, & Staff
• NCOSP PI-George Nelson
• NCOSP Evaluation Team
• Horizon Research, Inc.
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