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Press and hold power button – it should flash green Enter “AA”. Is your clicker working?. Yes No (!?). Please return your clicker at the end!! If the power doesn’t come on – try pulling the battery tab. Understanding Educational Reforms: Impacts of Physics Education Research. - PowerPoint PPT PresentationTRANSCRIPT
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Steven PollockDep’t of Physics, CU BoulderCOLTT 2014
Understanding Educational Reforms: Impacts of Physics Education Research
Funded by: National Science FoundationWilliam and Flora Hewlett FoundationAmerican Association of Physics TeachersPhysics Teacher Education CoalitionAmerican Institute of PhysicsAmerican Physical SocietyNational Math & Science InitiativeHoward Hughes Medical Institute
Grad Students:Ian Her Many HorsesMike RossEnrique SuarezBen Van DusenBethany WilcoxSimone Hyater-AdamsRosemary WulfJessica Hoy+recent grads (4 PhD)+ many participating faculty and LAs
Teachers / Partners / Staff:Shelly Belleau, John BlancoKathy Dessau, Jackie Elser Kate Kidder, Sam ReidTrish Loeblein, Chris MalleySusan M. Nicholson-DykstraOliver Nix, Jon OlsonSara Severance
Faculty:Melissa DancyMichael DubsonNoah FinkelsteinHeather LewandowskiValerie OteroRobert ParsonKathy PerkinsSteven PollockCarl Wieman*
Postdocs/ Scientists: Stephanie ChasteenKarina HensberryKatie HinkoEmily Moore*Ariel PaulQing RyanJoel CorboDaniel Reinholtz
Physics Education Research at CU Boulder
Outline / Framing
• Brief overview of why, what, and how of PER– Building on a base– Theoretical models & educational practices
• Impacts – Introductory physics (results, replicability)– Longitudinal study– K12 teacher recruitment and prep– Upper division
What is your primary scholarly identity?
A) STM (Science, Technology, Math)
B) Engineering
C) Humanities
D) Fine Arts
E) Other…. (or more than one)
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What is Physics Education Research?
Studies by physicists of:
What is Physics Education Research?
Studies by physicists of:
• How do students learn?
What is Physics Education Research?
Studies by physicists of:
• How do students learn?• How do we know they’re learning?
What is Physics Education Research?
Studies by physicists of:
• How do students learn?• How do we know they’re learning?• How do we help them learn?
What is Physics Education Research?
Studies by physicists of:
• How do students learn?• How do we know they’re learning?• How do we help them learn?
Theory
What is Physics Education Research?
Studies by physicists of:
• How do students learn?• How do we know they’re learning?• How do we help them learn?
TheoryExperiment
What is Physics Education Research?
Studies by physicists of:
• How do students learn?• How do we know they’re learning?• How do we help them learn?
TheoryExperimentApplication
Sample question
How hard was that question?
A) Very easyB) EasyC) Moderate/DifficultD) Very difficultE) How could I know this?
(For CU algebra-based students)
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
traditional lecture
Force Concept Inventory Learning gains
Less Learning <g> More Learning
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
traditional lecture
Force Concept Inventory (FCI) Learning gains
Less Learning <g> More Learning
Students are learning ~ ¼ of what they didn’t already know!
2000 years ago
Built in to our classes?
Today
Conventional model of teaching and learning: “transmitting knowledge”
=> lecture (efficient!)
R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).
traditional lecture
FCI Learning gains
Less Learning <g> More Learning
interactive engagement
traditional lecture
FCI/FMCE Learning gains
Less Learning <g> More Learning
interactive engagement
CU for last 18 semesters
S. Pollock and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 4, 010110 (2008)
traditional lecture
FCI/FMCE Learning gains
Less Learning <g> More Learning
interactive engagement
Clickers in lecture, Traditional Recitation at CU
S. Pollock and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 4, 010110 (2008)
traditional lecture
FCI/FMCE Learning gains
Less Learning <g> More Learning
interactive engagement
With Tutorials and LAs
S. Pollock and N. Finkelstein, Phys. Rev. ST Phys. Educ. Res. 4, 010110 (2008)
Suppose you could improve student performance on such measures (like the FCI) – should you? A) Of course. And, at any cost!B) Sure – if the cost is low enough*C) It really should be up to
departmentsD) It really should be up to individual
facultyE) I don’t fit in any of these bins!!
PER curricular innovationsScaleUP Studio
Tutorials in Introductory Physics Reconceptualize Recitations• Materials• Classroom format / interaction
• Instructional Role
L. McDermott et al, University of Washington
Tutorial vs. Trad'l Recitation
BEMA scores over time
0 2 4 6 8 10 12 14 16 18 200
10
20
30
40
50
60
70
80
Pre Pre (PER)
Fa '04 Semester Sp '14
BE
MA
sco
re (
%)
BEMA scores over time
0 2 4 6 8 10 12 14 16 18 200
10
20
30
40
50
60
70
80
Pre Pre (PER) Post Post (PER)
Fa '04 Semester Sp '14
BE
MA
sco
re (
%)
0 3.03030303031
6.06060606062
9.09090909093
12.12121212124
15.15151515155
18.18181818186
21.21212121217
24.2424242424799
27.2727272727899
30.3030303031
33.33333333341
36.36363636372
39.39393939403
42.42424242434
45.4545454546499
48.48484848496
51.51515151527
54.54545454558
57.57575757589
60.6060606062
63.63636363651
66.66666666682
69.69696969713
72.72727272744
75.75757575775
78.78787878806
81.8181818183697
84.8484848486799
87.8787878789895
90.9090909093
93.93939393961
96.96969696992
100.00000000023
0
2
4
6
8
10
12
14
16
18
20
Score (%)
% o
f stu
de
nts
TA (pre)
1120 BEMA pre/post
Pre Post
TA (post)
NCSU post NCSU honors
LA (pre) LA (post)
Upper-Level Course Transformation
Longitudinal
After upper div. E&M. (Only students who took intro without Tutorials)
Upper division majors’ BEMA scores
S. Pollock, 2007 PERC, and Phys. Rev STPER 5 (2009)
Upper-Level Course Transformation
Longitudinal
BLUE: students who took freshman E&M with Tutorials
Upper division majors’ BEMA scores
S. Pollock, 2007 PERC, and Phys. Rev STPER 5 (2009)
Upper-Level Course Transformation
Longitudinal
Yellow: students who had been E&M LAs
(3.1 ±.1) (3.0 ±.1)
(3.3 ±.1)(3.2)Grade in course
S. Pollock, 2007 PERC, and Phys. Rev STPER 5 (2009)
Upper division majors’ BEMA scores
Faculty & Staff
Model of Course Transformation
Chasteen, Perkins, Beale, Pollock, & Wieman, JCST 40 (4), 70, 2011Chasteen et al., AJP 80, 923, 2012, PRSTPER 8 020108, 2012
Establish learning
goals
Faculty & Staff
Model of Course Transformation
Chasteen, Perkins, Beale, Pollock, & Wieman, JCST 40 (4), 70, 2011Chasteen et al., AJP 80, 923, 2012, PRSTPER 8 020108, 2012
Establish learning
goals
Faculty & Staff
Using Research & Assessment
Model of Course Transformation
Chasteen, Perkins, Beale, Pollock, & Wieman, JCST 40 (4), 70, 2011Chasteen et al., AJP 80, 923, 2012, PRSTPER 8 020108, 2012
Establish learning
goals
Apply research-based teaching techniques &
measure progress
Faculty & Staff
Using Research & Assessment
Model of Course Transformation
Chasteen, Perkins, Beale, Pollock, & Wieman, JCST 40 (4), 70, 2011Chasteen et al., AJP 80, 923, 2012, PRSTPER 8 020108, 2012
Focus on student understanding
Courtesy M. Dubson
Focus on student understanding
Courtesy M. Dubson
Upper-division conceptual test (CUE) score distribution
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 9505
101520253035404550
Score (as %)
Fra
ctio
n o
f cl
asse
s
traditional lecture
Ntot=540 at 5 Universities
Ntot=540 at 5 Universities, (18 classes)
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 9505
101520253035404550
Score (as %)
Fra
ctio
n o
f cl
asse
s
traditional lecture
interactive engagement
Upper-division conceptual test (CUE) score distribution
Term S F S F S F S F S F S F S F S F
Mech Math I
Mech MathII
EM I
EM II
QM I
QM II
Stat Mech
Solid State
Plasma
Nuclear/HE
04 05 06 07 08 09 10 11
Upper-div Clickers at CU
Perkins et al, PERC 2009
Term S F S F S F S F S F S F S F S F
Mech Math I ✔ ✔Mech MathII ✔EM I
EM II
QM I
QM II
Stat Mech ✔ ✔ ✔ ✔Solid State
Plasma
Nuclear/HE
Upper-Level Course Transformation
04 05 06 07 08 09 10 11
PER faculty
Upper-div Clickers at CU
04 05 06 07 08 09 10 11
PER faculty
Upper-div Clickers at CUTerm S F S F S F S F S F S F S F S F
Mech Math I ✔ ✔ ✔ ✔ ✔Mech MathII ✔ ✔ ✔ ✔EM I ✔ ✔ ✔ ✔EM II ✔ ✔ ✔ ✔ ✔QM I ✔ ✔ ✔ ✔ ✔ ✔ ✔QM II ✔ ✔ ✔Stat Mech ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔Solid State ✔ ✔ ✔ ✔Plasma
Nuclear/HE
New 100+ student classroom in Duane physics
Summary
Summary
• We must know our audience.
Summary
• We must know our audience.
• Student attitudes and beliefs
are important
Summary
• Active learning works!
• We must know our audience.
• Student attitudes and beliefs
are important
Summary
• Active learning works!
• Conceptual understanding
doesn’t come along for free
• We must know our audience.
• Student attitudes and beliefs
are important
Summary
• Active learning works!
• Conceptual understanding
doesn’t come along for free
• It’s about the learning.
• We must know our audience.
• Student attitudes and beliefs
are important
Teaching is an Art
Conclusions:
Teaching is an Art
Conclusions:
a science
Teaching is an Art
Teaching and Research
are not separate missions.
Teaching can be improved by scholarly study!
Conclusions:
a science
Two-way conversations with students are vital
“Pearls Before Swine” by Stephan Pastis, 2002.
Two-way conversations with students are vital
“Pearls Before Swine” by Stephan Pastis, 2002.
Please visit PER.COLORADO.EDU
Questions?