Using The Culture Of Science To Learn How To Teach Science

5/9/99


Click here to start


Table of Contents

Using The Culture Of Science To Learn How To Teach Science

Outline

Motivation

But — … ?

The culture of science Building a community consensus

Building a community consensus map of physics education

Building a community consensus map of physics education

Building a community consensus map of physics education

Outline

Doing physics education as science

Some general principles from cognitive science

PPT Slide

PPT Slide

Implications

Student responses depend on context

FCI 18: An elevator is being lifted up at a constant speed. (Ignore …)

Results

Implications

Outline

Example: Mechanical waves and sound

Getting students to know the right answer is not enough

PPT Slide

Implications

Example: Wavepulse math

Interview response of an “A” student

Example: Interview on how a dust particle responds to a sound wave:

Great speakers!

A guiding analogy

Curriculum to Address Difficulties with Sound

Pre- and Post-Instruction Wave Diagnostic Test

PPT Slide

Pre-Instruction Responses

Post-Instruction Responses

Outline

PPT Slide

Circuit Question #3

Circuit Exam Error Rates

Outline

Expectations: Beyond concepts

A Test

The Solution

The Pattern

What are the barriers?

These barriers cause problems

A Tale of Two Students by David Hammer

PPT Slide

PPT Slide

Variables 1-3 (Hammer)

Variables 4-6

The MPEX Survey

MPEX Calibration Results: Overall

Overall Results: Large Universities

Relating Physics to one’s Real World Experience

Items of the MPEX Reality Cluster:

MPEX Reality Cluster: Large Universities

Outline

Designing and evaluating research-based curricula : What works?

Getting students to solve algorithmic problems is not enough

PPT Slide

Results and implications

Probing Concepts with a Research-Based Instrument: The Force Concept Inventory (FCI)

Some Research-Based Curriculum Reforms

The UW Tutorial Model (N = 20-30)

Workshop Physics (N = 20 - 30)

Interactive Lecture Demonstrations (N = 20 - 600)

Evaluating Concept Learning: Research design

Tutorials produced significantly higher gains than recitations

Extension to many schools

PPT Slide

Implications

Interactive environments are not enough.

Tutorials try to build concepts: What about problem solving?

An Example

Results

PPT Slide

Results

Conclusion

Faculty E. F. (Joe) Redish David Hammer† John Layman† (emeritus) († joint with Education)

Author: Janice C. Redish

Email: redish@physics.umd.edu

Home Page: www2.physics.umd.edu/~redish/redish.htm

Other information:
Lecture, presented at MIT, Cambridge MS, 4 May 1999.