what every teacher should know about cognitive science

What every teacher should know about What every teacher should know about cognitive researchcognitive research

What every teacher should know about What every teacher should know about cognitive researchcognitive research

Or How People Learn

Or How People Learn

Dr. Stephanie Chasteen

Physics DepartmentUniversity of Colorado at

BoulderStephanie.Chasteen@Colorado.

EDU

Dr. Stephanie Chasteen

Physics DepartmentUniversity of Colorado at

BoulderStephanie.Chasteen@Colorado.

EDU

GK12 FellowsFebruary, 2010GK12 FellowsFebruary, 2010

Physics Education Research @CU

Faculty Collaborators:Faculty Collaborators: Michael DubsonMichael DubsonNoah FinkelsteinNoah FinkelsteinSusan JurowSusan JurowBen KirshnerBen KirshnerValerie OteroValerie Otero* Kathy Perkins* Kathy PerkinsSteven PollockSteven PollockPatricia RankinPatricia Rankin* Paul Beale* Paul Beale•* Carl Wieman* Carl Wieman

Faculty Collaborators:Faculty Collaborators: Michael DubsonMichael DubsonNoah FinkelsteinNoah FinkelsteinSusan JurowSusan JurowBen KirshnerBen KirshnerValerie OteroValerie Otero* Kathy Perkins* Kathy PerkinsSteven PollockSteven PollockPatricia RankinPatricia Rankin* Paul Beale* Paul Beale•* Carl Wieman* Carl Wieman

Ph.D. Students:Chandra TurpenCharles BailyLauren KostBen SpikeKara GrayHeidi IversonMay LeeMike RossRobert Talbot

Ph.D. Students:Chandra TurpenCharles BailyLauren KostBen SpikeKara GrayHeidi IversonMay LeeMike RossRobert Talbot

This material is based upon work supported by the Science Education Initiative and National Science Foundation Grant # 0737118.

Post Docs & Scientists: * Wendy Adams * Steve Goldhaber Laurel Mayhew Archie Paulson Noah Podolefsky Me

Post Docs & Scientists: * Wendy Adams * Steve Goldhaber Laurel Mayhew Archie Paulson Noah Podolefsky Me

* = Science Education Initiative* = Science Education Initiative

cognitivepsychology

brainresearch

classroomstudies

Major advances past 1-2 decadesConsistent picture Achieving learning

OutlineOutline

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

What’s your job during this talk?

What’s your job during this talk?

OutlineOutline

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

Formulas & “plug ‘n chug”Formulas & “plug ‘n chug”

Concepts & Problem Solving

Concepts & Problem Solving

By AuthorityBy Authority Independent(experiment)

Independent(experiment)

NoviceNovice ExpertExpert

PiecesPieces CoherenceCoherence

Adapted from: Hammer (1997) COGNITION AND INSTRUCTION (physics), Adapted from: Hammer (1997) COGNITION AND INSTRUCTION (physics),

think about science like a scientistthink about science like a scientist

What are our goals in class?What are our goals in class?

contentcontent

processprocess

structurestructure

affectaffectDrudgeryDrudgery JoyJoy

What makes an expert thinker?What makes an expert thinker?Changing the brainnot just more informed-- new way to think. Learning requires active construction of understanding.

Experts are organizedExperts are organized

or ?

Learning to perceive like expertsLearning to perceive like experts

Exemplar Contrasting Cases

Pick Same Breed

Pointing it out is not enough!

A study: It’s valuable to inventA study: It’s valuable to invent

• One set of students read a chapter and then hear a lecture about it

• Another set of students analyze and graph data, deciding what they think is important to graph

• # A third set played around with graphing the data and then heard a lecture about it.

• One set of students read a chapter and then hear a lecture about it

• Another set of students analyze and graph data, deciding what they think is important to graph

• # A third set played around with graphing the data and then heard a lecture about it.

Invention Activitiescreating a time for tellingInvention Activities

creating a time for telling

• Instead of a lesson on density…

• Create a “crowded clown” index

• Instead of a lesson on density…

• Create a “crowded clown” index

* Schwartz, D. L., Bransford, J. D., Sears, D. L. (2005). Efficiency and innovation in transfer

How might you help students struggle to find structure before

telling them the answer?

How might you help students struggle to find structure before

telling them the answer?

OutlineOutline

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

Motivation is importantMotivation is important

If you see no reason to learn, you won’t bother!

If you see no reason to learn, you won’t bother!

Learning takes effortLearning takes effort

Discussion questionDiscussion question

“This class is very hard and many of you will failso you need to study really hard.”

How does this impact university student motivationto learn the material?

a. increases b. decreases

Focus groups and interviews indicate is demotivating for university students. Psychology studies support.

Focus groups and interviews indicate is demotivating for university students. Psychology studies support.

What does motivate?What does motivate?

b. Instructor attitude “Subject hard for everyone, but all can master with effort, and my goal for course is for all of you to succeed.”

a. Subject relevant to lives, or answers questions they care about (“meaningful context”)

Attitudes and Beliefs*Attitudes and Beliefs*

Examples: • “I study physics to learn knowledge that will be useful in life.”

• “To learn physics, I only need to memorize solutions to sample problems”

*Adams et al, (2006). Physical Review: Spec. Topics: PER, 0201010

Shift (%) -6-8-12-11-10-7-17+5(All ±2%)

Can we affect students’ beliefs?Can we affect students’ beliefs?

Real world connect...Personal interest........Sense making/effort...Conceptual................Math understanding...Problem Solving........Confidence................Nature of science.......

“CLASS” survey ofExpert-like beliefs

Worse for females!

Students come out of introductory classes with more negative views of physics than they

came in with!

The good news: yes…

why does this happen?why does this happen?

Trad’l Model of EducationTrad’l Model of Education

Students aren’t blank slates….

Built in to our classes?Built in to our classes?

Where does our model come from…Where does our model come from…

– Sumer, circa 3000 BCE

OutlineOutline

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

actively engaging students is important

Learning is changing our brain“constructivism!”

A wake-up callA wake-up call

• Force Concept Inventory*

• Multiple choice survey, (pre/post)

• Instructors thought students would do well on this survey necessary (not sufficient) indicator of

conceptual understanding.

• Force Concept Inventory*

• Multiple choice survey, (pre/post)

• Instructors thought students would do well on this survey necessary (not sufficient) indicator of

conceptual understanding.

* Hestenes, Wells, Swackhamer, Physics Teacher 20, (92) 141

Sample questionSample question

Looking down at a track (flat on table), a ball enters at point 1 and exits at point 2. Which path does it follow as it exits (neglect all friction)?

R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

traditional lecture

How much do students learn the traditional way? (The FCI)

How much do students learn the traditional way? (The FCI)

Take home message:

Students learn less than 25% of the most basic concepts (that they don’t already

know).

Fraction learnedLearned less Learned more0.500.25

Basic physics force concept survey

But by actively engaging students based on what they

know…

traditional lecture

interactive engagement

Fraction learned0.500.25

Learned moreLearned less

Clickers only (at CU)

Clickers and more (at CU)

How did you learn?How did you learn?

How can you actively engage students?

How can you actively engage students?

OutlineOutline

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

what people know affects what they learn

Context matters!

The card gameThe card game

Rule: If there is a vowel on one side, there is an even number on the other

Verify the rule for:

Rule: If there is a vowel on one side, there is an even number on the other

Verify the rule for:

A 2 L 5

The bartender gameThe bartender gameYou are a bartender and need to verify that the following drink orders/ ages don’t break the law: if you drink alcohol you must be 21 or older

You are a bartender and need to verify that the following drink orders/ ages don’t break the law: if you drink alcohol you must be 21 or older

Gin/Tonic

Age:

16Coke

Age:

52Adapted from Johnson-

Laird ‘83

So what?So what?

Use students’ prior knowledge as a tool – not something to be erased. They’re not blank slates!

Use students’ prior knowledge as a tool – not something to be erased. They’re not blank slates!

Stroop testStroop test

Stroop Test ][Stroop Test ][

Stroop ///Stroop ///

rot, grün, blau, gelb, rosafarben, orange, blau, grün, blau, weiß, grün, gelb, orange, blau, weiß, braun, rot, blau, gelb, grün, rosafarben, gelb, grün, blau, rot

Strong indication:Prior knowledge matters

Strong indication:Prior knowledge matters

How can you use students’ prior knowledge?

How can you use students’ prior knowledge?

• Engaging

• Visual

• Real-world

• Engaging

• Visual

• Real-world

PhET Computer SimulationsPhET Computer Simulationshttp://phet.colorado.edu

Free online simulations

Visual ModelsVisual Models

Circuit Construction Kit (CCK)Circuit Construction Kit (CCK)

OutlineOutline

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

1. What makes an expert?

2. Motivation is important

3. Actively engaging people is important (Learning as brain development)

4. What people know affects what they learn (context is important)

5. What we remember is affected by how our brain works (the limits of retention)

Memory is limited

Mr. Anderson, May I be excused?My brain is full.

How much do you remember from this talk already?

How much do you remember from this talk already?

H. Roediger, J. Karpicke Psych. Sci. Vol.17 pg 249

Probably 10% of you remember any non-obvious fact from 15 minutes ago

Test yourself on it if you want to remember it

Want to remember this talk?Want to remember this talk?

– Study it over several days– Test yourself on it– Explain it to someone

– Study it over several days– Test yourself on it– Explain it to someone

Mental connections help retention

Mental connections help retention

e.g. give lesson on fasteners-- here are all the types and how they are used.

vs.

Here is an interesting job problem, here are possible types of fasteners for solving problem, and here is how a certain type of fastener solved it.

6 kg

Working Memory CapacityWorking Memory Capacity

Without great care, exceeded in almost everylecture.

VERY LIMITED!every added demand hurts learning (“cognitive load”)

(remember/process max 4-7 unrelated items)

How can we reduce cognitive load?

How can we reduce cognitive load?

It’s not about our teaching, it’s about student learning

FinFin

Much more at: per.colorado.edu