should we be more creative whenteaching science? · creative whenteaching science? 16thmay18...
TRANSCRIPT
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Should we be more creative when teaching
science?
16th May18
Professor Mark ClementsDirector of Learning, Teaching & Student Experience
Middlesex UniversityEmail: [email protected]
Overview
How we learnTraditional way science is taught Drivers for changeWays of embedding creativity within the curriculumChallenges
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Shouldweredesignthecurriculumtoprovide
studentswithmoretimeandspacetobecreative?
“Thegreatengineofacademiccreativityisintellectualcuriosity
- thedesiretofindout,understand,explain,proveor
disprovesomethingorsimplytoimaginesomethingdifferent”
Jackson et al, 2006
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http://naturalstart.org/
https://performanceandlearning.ca
Sugata Mitra, 2016
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Tom Woodward @ bionic teaching
http://www.mountainhome.af.mil/ Sugata Mitra, 2016
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“Schoolsteachhowtoanswer,nottoquestion”
Csikszentmihali, 2006
https://www.scienceabc.com/
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Intheearlystageofscienceeducationweunconsciouslydiscouragestudentsfromquestioningbyindoctrinatethemwithfactsandcertainty
Jenny Waller, 2016
“Forstudentsofparticulardisciplines,theinvisible,taken-for-grantednatureofparadigms
hasobviousfunctionaladvantagessinceitmeanstheycanworkwithintheirchosenfieldwithoutwastingtime
attemptingtoredefineordefectthe'hypotheticalrulesofthe
game’.”
Kuhn, 1974
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http://www.learnnc.org/
1st Year Certainty
2nd Year Complexity
3rd Year CreativeScience
“Untiltheverylaststagesintheeducationofascientist,
textbooksaresystematicallysubstitutedforthecreativescientificliteraturethatmade
thempossible”
Kuhn, 1974
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“Creativityisinhibitedbypredictiveoutcome-basedcoursedesigns,whichsetsoutwhat
studentswillbeexpectedtohavelearnedwithnoroomforunanticipatedorstudent-determinedoutcomes”
Jackson, 2006
https://www.scienceabc.com/
“Thereisageneral
disengagementfromscience
throughtedium”
Brooks, 2011
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Wehavebeenteachingsciencethiswayforcenturiessowhyshouldwe
changethisapproachnow?
https://jamesaltucher.com/
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https://media.licdn.com/
http://www.tomdoctoroff.com/
“social and creative skills; decision-making under pressure and the development of novel
ideas”
Klaus SchwabWorld Economic Forum
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Judgement and Decision MakingFluency of ideasActive learningSystems evaluationOriginalityLearning StrategiesDeductive reasoningComplex problem solvingSystems analysisMonitoring
https://www.nesta.org.uk/publications/future-skills-employment-2030
Judgement and Decision MakingFluency of ideasActive learningSystems evaluationOriginalityLearning StrategiesDeductive reasoningComplex problem solvingSystems analysisMonitoring
https://www.nesta.org.uk/publications/future-skills-employment-2030
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“Interdisciplinary view -original thinkers and problem
solvers”
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Canwelearnfromthewaydesign based art disciplinesare
taught?
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Teachmethod,notcontent
Principles of practice based arts teaching
Encouragesexplorationandexperimentation
Principles of practice based arts teaching
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Providesasafespacetofail
Principles of practice based arts teaching
Assessmentsfocusedonprocessnotoutcome
Principles of practice based arts teaching
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Educatorsaretutors;roleisasafacilitatorratherthanteacher
Principles of practice based arts teaching
Can we adopt similar approaches within the
sciences?
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Traditional Practical Session
Barnett, 2014
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Each group provided with:10 ml 3% Hydrogen Peroxide Solution10 ml 1% Potassium Iodide Solution5 ml 50 mM Ascorbic Acid5 ml Starch WaterDistilled Water
20 Test Tubes A StopwatchA P1000 Micropipette and blue tipsA P200 Micropipette and yellow tipsGraph Paper
https://www.youtube.com/watch?v=BqSfpOuDsiY
Design Based Practical
S.Thompson, J. Vernon & J. Murray (University of Westminster)
https://www.youtube.com/watch?v=BqSfpOuDsiY
Recall, Adapt & Apply
“Provide all equipment and reagents - but
limited instruction so they need to recall prior knowledge &
experience”
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What happens if you allow students become teachers?
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“It’sreallyvaluabletohavetheopportunitytotryandteachotherswhatyouhave
beentaught,helpstocondenseandrevise”
Student Quote
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School Outreach Activities
STEM Festival
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Students as teachersInitiative
Lifelong Learning
IT Skills
Creativity
Resourcefulness
Mathematical Skills
Teamwork
Enterprise
Communication
Organisation Skills
Can we rethink the way we assess skills?
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Derek Scott & Alison Jenkinson
Objective Structured Practical Examination (OSPE)
Based on approach commonly used in medical and pharmacy education
ECG Measurement
Serial Dilutions
Respiratory Testing (calculations)
Solution making
Urine analysis
Phlebotomy
Professor Tony ClarkHead of Computer Science
Student Observable BehaviorsLearning Design
Practical problem-led holistic workshops
Challenges, mini-projects and case studies
Assessment Competency based (Pass/Fail)
Stretch and Challenge(Threshold, Typical or Excellent)
Assessed Labs, group sessions, presentations or one-to-one tutorials
Self-pacedStudents dictate pace and
order of which learning outcomes are demonstrated
SOB Online tool
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What happens if you give students the choice to learn
through creativity?
Mark Feltham
Research Methods Module
Students can chose traditional lectures or a ’creative’ alternative
THINK MAKE LEARN SHARE
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Ambitious when given their freedom
Take ownership of the learning process
Willing to take risks and try things out
Learning through the doing - learning from their mistakes
Motivated by being able to share what they had created
MarkFelthamonWho-topia
Mark Feltham
Research Methods Module
Students can chose traditional lectures or a ’creative’ alternative
THINK MAKE LEARN SHARE
What happens you allow students to collaborate
across disciplines?
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Interdisciplinary Art/Science Module12 weeks
Heather Barnett, Mark Clements, Silke Lange & John Smith (2010 - 2015)
Mell Fisher, Kitti Edwards & Freddie
Bell
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Judd Welland, Malgorzata Stasiewicz & JJ Hastings
Idea Translation Lab
Dublin
2015 - Future Farm
2014 - Strange Weather
2013 - Synthetic Biology
2012 - Hack the City
2011 - The Future of Water
1 theme
12 weeks
1 lecture + 1 ‘lab’ per week
A final pitch
Public output -cultural/social/scientific
value
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Extracurricular team competitions
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International competition
8 weeks
Open community for synthetic biology collaboration
Fundraising and Sponsorship
Public engagement
http://2015.igem.org/Team:Westminster
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http://wholenewengineer.org/
New model for engineering education
Curriculum built around designed based projects
Shouldweredesignthesciencecurriculumtoprovidestudentswithmoretimeandspaceto
becreative?
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“Youneedtimeandspaceinyourmindtobecreativeandifyourmindisfullofstudyingthisthatandtheotherthen
there'snospaceforit”
Student quote in Jackson, 2006
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Gettingthebalanceright
Learning by doingContent
Challenges
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Setting Expectations
Teamwork & Project Management
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Creating a safe space to fail
http://nelsonscolumn.co/
AssessmentResearch Journal
Critical Evaluation
Focus on process not output
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SummaryTraditional teaching approaches often provide limited opportunities for creativityRedesign of the curriculum can reawaken curiosity and tap into intrinsic motivation to learnExpand opportunities for original thinking and problem-solvingRequires time and space in the curriculum as well as a safe environment to fail
Mellissa Fisher, 2015
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