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