Purpose of Scientific Purpose of Scientific EducationEducation

Purpose of Scientific Purpose of Scientific EducationEducation

Was: Training the next generation of scientistsWas: Training the next generation of scientists

Now: Preparing a scientifically literate Now: Preparing a scientifically literate populace and workforce in our modern populace and workforce in our modern economyeconomy

Consequence: We need science education to Consequence: We need science education to be effective for the majority of the populationbe effective for the majority of the population

Based on talk by Carl Weiman, Prof. of Physics, University of British Based on talk by Carl Weiman, Prof. of Physics, University of British ColumbiaColumbia

Was: Training the next generation of scientistsWas: Training the next generation of scientists

Now: Preparing a scientifically literate Now: Preparing a scientifically literate populace and workforce in our modern populace and workforce in our modern economyeconomy

Consequence: We need science education to Consequence: We need science education to be effective for the majority of the populationbe effective for the majority of the population

Based on talk by Carl Weiman, Prof. of Physics, University of British Based on talk by Carl Weiman, Prof. of Physics, University of British ColumbiaColumbia

Traditional Science Traditional Science TeachingTeaching

Traditional Science Traditional Science TeachingTeaching

Faculty Member thinks about it very Faculty Member thinks about it very hard, gets it figured out clearlyhard, gets it figured out clearly

Faculty Member explains it to Faculty Member explains it to students so that they will students so that they will understand it.understand it.

This method doesn’t work.This method doesn’t work.

Faculty Member thinks about it very Faculty Member thinks about it very hard, gets it figured out clearlyhard, gets it figured out clearly

Faculty Member explains it to Faculty Member explains it to students so that they will students so that they will understand it.understand it.

This method doesn’t work.This method doesn’t work.

The Problem with LectureThe Problem with LectureThe Problem with LectureThe Problem with Lecture

Short term memory is very limited.Short term memory is very limited.Most people can retain up to 7 Most people can retain up to 7

ideas, and process 4 ideas at once. ideas, and process 4 ideas at once.

This is much less than found in the This is much less than found in the typical lecture. typical lecture.

Long Term memory is much larger. Long Term memory is much larger.

Short term memory is very limited.Short term memory is very limited.Most people can retain up to 7 Most people can retain up to 7

ideas, and process 4 ideas at once. ideas, and process 4 ideas at once.

This is much less than found in the This is much less than found in the typical lecture. typical lecture.

Long Term memory is much larger. Long Term memory is much larger.

Research About LecturesResearch About LecturesResearch About LecturesResearch About Lectures

On average, students learned 30% On average, students learned 30% of the concepts they didn’t know, of the concepts they didn’t know, or less.or less.

This percentage was unaffected by This percentage was unaffected by lecture quality, class size, lecture quality, class size, instructor, etc.instructor, etc.

On average, students learned 30% On average, students learned 30% of the concepts they didn’t know, of the concepts they didn’t know, or less.or less.

This percentage was unaffected by This percentage was unaffected by lecture quality, class size, lecture quality, class size, instructor, etc.instructor, etc.

Student Beliefs about Student Beliefs about PhysicsPhysics

Student Beliefs about Student Beliefs about PhysicsPhysics

Novices believe: Novices believe: Content is isolated bits of information to Content is isolated bits of information to

be memorized.be memorized.Handed down by authority, unrelated to Handed down by authority, unrelated to

the real world.the real world.Problem solving is matching the pattern Problem solving is matching the pattern

to the recipe.to the recipe.

Novices believe: Novices believe: Content is isolated bits of information to Content is isolated bits of information to

be memorized.be memorized.Handed down by authority, unrelated to Handed down by authority, unrelated to

the real world.the real world.Problem solving is matching the pattern Problem solving is matching the pattern

to the recipe.to the recipe.

Student Beliefs about Student Beliefs about PhysicsPhysics

Student Beliefs about Student Beliefs about PhysicsPhysics

Experts believe:Experts believe:Content is a coherent structure of concepts.Content is a coherent structure of concepts.Describes nature, established by Describes nature, established by

experimentation.experimentation.Problem solving is using systematic Problem solving is using systematic

concept-based strategies. Widely concept-based strategies. Widely applicable.applicable.

Intro courses actually make students more Intro courses actually make students more novice-like!novice-like!

Experts believe:Experts believe:Content is a coherent structure of concepts.Content is a coherent structure of concepts.Describes nature, established by Describes nature, established by

experimentation.experimentation.Problem solving is using systematic Problem solving is using systematic

concept-based strategies. Widely concept-based strategies. Widely applicable.applicable.

Intro courses actually make students more Intro courses actually make students more novice-like!novice-like!

Courses Should Courses Should Emphasize:Emphasize:

Courses Should Courses Should Emphasize:Emphasize:

Why is this worth learning?Why is this worth learning? How is his connected to the real world?How is his connected to the real world? How does this connect to what the student How does this connect to what the student

already knows?already knows? That experts have factual knowledge, but also That experts have factual knowledge, but also

organizational structure. organizational structure. That experts monitor their own understanding That experts monitor their own understanding

(“Do I really understand this?”)(“Do I really understand this?”) Construction of understanding, built on prior Construction of understanding, built on prior

thinking (i.e., use long-term memory thinking (i.e., use long-term memory development)development)

Why is this worth learning?Why is this worth learning? How is his connected to the real world?How is his connected to the real world? How does this connect to what the student How does this connect to what the student

already knows?already knows? That experts have factual knowledge, but also That experts have factual knowledge, but also

organizational structure. organizational structure. That experts monitor their own understanding That experts monitor their own understanding

(“Do I really understand this?”)(“Do I really understand this?”) Construction of understanding, built on prior Construction of understanding, built on prior

thinking (i.e., use long-term memory thinking (i.e., use long-term memory development)development)

Effective TeachingEffective TeachingEffective TeachingEffective Teaching

Know where they’re starting fromKnow where they’re starting fromGet them actively processing ideas, Get them actively processing ideas,

then probe and guide their thinkingthen probe and guide their thinkingBuild with extended “effortful practice” Build with extended “effortful practice”

focused on development of expert-focused on development of expert-thinking skills. thinking skills.

Homework should consist of authentic Homework should consist of authentic problems and be provided with problems and be provided with meaningful feedback.meaningful feedback.

Know where they’re starting fromKnow where they’re starting fromGet them actively processing ideas, Get them actively processing ideas,

then probe and guide their thinkingthen probe and guide their thinkingBuild with extended “effortful practice” Build with extended “effortful practice”

focused on development of expert-focused on development of expert-thinking skills. thinking skills.

Homework should consist of authentic Homework should consist of authentic problems and be provided with problems and be provided with meaningful feedback.meaningful feedback.

ConclusionsConclusionsConclusionsConclusions

Students think/perceive differently from Students think/perceive differently from experts—their brains are differentexperts—their brains are different

Understanding is created/discovered. Understanding is created/discovered. Attention is necessary, but not sufficient. Attention is necessary, but not sufficient.

Student needs to be actively engaged in trying Student needs to be actively engaged in trying to figure out new problems, with timely to figure out new problems, with timely feedback and encouragement. This leads to feedback and encouragement. This leads to mastery.mastery.

There must be a link between support and There must be a link between support and incentives for a department and student incentives for a department and student learninglearning

Students think/perceive differently from Students think/perceive differently from experts—their brains are differentexperts—their brains are different

Understanding is created/discovered. Understanding is created/discovered. Attention is necessary, but not sufficient. Attention is necessary, but not sufficient.

Student needs to be actively engaged in trying Student needs to be actively engaged in trying to figure out new problems, with timely to figure out new problems, with timely feedback and encouragement. This leads to feedback and encouragement. This leads to mastery.mastery.

There must be a link between support and There must be a link between support and incentives for a department and student incentives for a department and student learninglearning