dr. dedra demaree assistant professor of physics oregon state university
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From concept tests to student identity development – what to look for when assessing your classroom. Dr. Dedra Demaree Assistant Professor of Physics Oregon State University. History. Paradigms in Physics program for 400 level courses Faculty hire to extend reform to 200 level courses. - PowerPoint PPT PresentationTRANSCRIPT
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FROM CONCEPT TESTS TO STUDENT IDENTITY DEVELOPMENT – WHAT TO LOOK FOR WHEN ASSESSING YOUR CLASSROOM
Dr. Dedra DemareeAssistant Professor of PhysicsOregon State University
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History Paradigms in Physics program for 400 level
courses
Faculty hire to extend reform to 200 level courses
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Context Large-lecture, calculus-based physics ~200 students per section 2-3 sections per term (typically multiple
instructors) Primarily ‘service’ course, predominately
male Active-engagement even in lecture hall
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GOAL: CONTENT Standard Assessment Tests
Force Concept Inventory
ACCEPTED that active engagementIs necessary but not sufficient for Improving student learning gains!!
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FCI scores for multiple sections/terms
Red circled sections are the reformed sections, scores are significantly different
1 2 3 4 5 6 70
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
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Potential concerns:Is the reform favoring the already successful? Or just boosting up the weak? Women/minorities? Thankfully, NO!
Male Female White Minority C B A
Traditional 0.197 0.222 0.220 0.172 0.187 0.239 0.243
Studio 0.319 0.369 0.330 0.331 0.259 0.365 0.372
Checking Statistics
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What about drop-out/fail rate?
Averages for traditional sections: 8.34% of students get below a C 18.0% of students have an I/F/W
Averages for studio sections: 6.50% of students get below a C 8.84% of students have an I/F/W
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GOAL: SophisticationAttitude/Reasoning surveys
Colorado Learning Attitudes about Science Survey
Lawson Test of Scientific Reasoning Dr. Sissi Li (PhD OSU, Sept 2011):
Physics Identity SurveySelf-image, self evaluation as a
physics learner
Expectations of roles and behaviors in
a physics learning community
Perception of how others view them as
physics learners
Feedback from social interactions with
others
Physics Learning Identity (PLI)
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Goal: Increasing Physics IdentityPreliminary Physics Identity Findings
Shared responsibility for learningValue group work for learning physicsSE for communicating and explaining physics knowledgeSE for problem solving using ISLE cycleSE for academic success in math and physics
Mean = 4.35
Mean = 3.53
Mean = 3.44
Mean = 3.31
Mean = 3.88
1= Strongly Agree
5 = Strongly Disagree
How confident
are you…?
1= Not at all5 =
Totally
4.20*
3.76*
3.51
3.46
3.48*
Pre-day 1 Week 10
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Goal: Improving reformIn-class observations
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Post-discussion with observer
The instructor wasn't happy 1:30 – 1:58 Observer can clearly state what the
problem was with the students – they didn't understand the task – I was confused/surprised
1:58 – 2:33 Observer noticed the difference between my instruction in the two classes that made an improvement
2:33 – 2:47 Observer can tell clearly when students are on/off topic
2:47 – 3:06 Observer can explain student behavior
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Goal: Assessing teaching & learningMore extensive data collection
Green is non-recorded area
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Gap in Participation between Classrooms
Fall ’08 Winter ‘09 Spring ‘09
p-value: 0.0019
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Instructor Actions Yielding High Participation
• Listening to students’ reasoning, answering student questions, or recognizing students as contributors to the classroom community in a whole-class discussion before a small group activity.
• Referring to the small group activity as a chance for students to take an active role in their learning.
• Asking students to “convince” a peer of their reasoning, rather than simply asking them to discuss or talk.
• Voicing the expectation that students will perform well on the activity or problem.
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Analysis of teacher/student discourse
One student in a group asked a question too softly for the teacher to hear.
T: Hmm?
S1: Will the bullet have a trajectory like that or will it just go straight?
S2: The bullet’s gonna drop a little bit…
S1: Yeah.
T: It will drop a little bit. So you are both right, the bullet’s gonna slow down but does that tell us what’s going to happen?
Authority to teacher, asking for the ‘right
answer’
Student taking authority to express
understandingStudent validating S2’s right to answer in place
of the teacherTeacher taking authority but also validating both
students’ ideas and return meaning making to the students with question
Teacher listens but does not respond until the
group members have their chance to
speak.
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Discourse analysis: do students adopt skills?
Skills and practices demonstrated: Origin choices, assumptions, interpreting task/open-ended question, sense-making, system choices, analysis of set-up, justifying choices, checking if reasoning makes sense
S1 You’re assuming it’s not rolling off with speed.S3 It’s at the very edge so it’s not sliding off the roof, it’s just tipped over.S1 Right. [turns face to nod and acknowledge S3’s comment]
S3 [turns to S1 who turns to face S3] Would the system be the… I know it’s the cat and Earth at least, but would the… roof be part of the system or…
S1 It wouldn’t need to be.S3 Yeah…S1 Cause the only thing interacting is the cat with the ground, with the Earth due to gravity.