Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics Report of a Workshop (2003) / Chapter Skim
Currently Skimming:
3 Evaluating Effective Instruction
3 Evaluating Effective Instruction
Pages 25-49
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 25... ...
If the aim is not only to teach science content but also to foster inquisitiveness, cognitive skills of evidence-based reasoning, and an understanding and appreciation of the processes of scientific investigation, then as noted in Chapter 2 courses that consist solely of traditional lectures and laboratory sessions may be inadequate. Moreover, if introductory science courses are expected to play even broader roles such as increasing the likelihood that nonmajors and preservice teachers will choose to take additional science courses, and expanding the number of students who go into · 1 · .
|
From page 26... ...
Expanded summaries of the presentations, the learning outcomes proposed by workshop participants, as well as additional ideas and cautions put forward by participants during plenary discussions are detailed within this chapter. CHARACTERIZING EFFECTIVE INSTRUCTION WITH RESEARCH EVIDENCE Recent evidence suggests that, for many students, tra(litional (li(lactic lectures that promote memorization of factual information may be unexpectedly ineffective for eliciting learning of more complex concepts when applied as the primary instructional metho(1 in science courses ~erenzini and 26 Pascarella, 1994; Honan, 2002; Loveru(le, Kautz, anti Heron, 20021.
|
From page 27... ...
To be effective, undergraduate teaching faculty must also have at their command an aggregate of instructional strategies and be prepared to use combinations of inquiry-based, problem-solving, information-gathering, and didactic forms of instruction under appropriate classroom circumstances that promote conceptual understanding and students' ability to EVALUATING EFFECTIVE INSTRUCTION apply knowledge in new situations (Stephens et al., 19881. When implemented properly, the evidence suggests that inquiry-base(1 instruction and problem-solving strategies engage the learner in developing the mental models required for conceptual understanding ARC, 2000,pp.239241~.
|
From page 28... ...
, Tutorials in Introductory Physics (McDermott, Shaffer, and the Physics Education Group, 2002) , and Workshop Physics Activity Guide (Laws, 1997~.
|
From page 29... ...
The group identified additional characteristics that make these programs exemplary and discussed other metho(ls to engage faculty, outside of those immediately invested in educational reform, to adopt effective instructional strategies. These characteristics and methods are (lescribe(1 below following the summaries.
|
From page 30... ...
Less emphasis is placed on end-of-the-chapter problems and exams as the bottom line in grading, to minimize students memorizing and pattern matching without developing functional understandings. The programs often outline the concepts they expect students to learn as explicit learning outcomes (see the partial list of concepts for biology education in Table 2-1 for an example)
|
From page 31... ...
Institutionalizing effective programs is critical to sustain the programs in the event that the individuals driving the programs retire or otherwise leave. ACHIEVING DESIRED OUTCOMES WITH EFFECTIVE INSTRUCTIONAL TECHNIQUES As noted earlier, there is accumulating evidence that new knowledge is shaped by interaction with existing knowledge (NRC, 2000)
|
From page 32... ...
She described how the university's Physics Education Group (PEG) conducts research to develop effective instructional strategies to address the difficulties students commonly have with specific physics topics.
|
From page 33... ...
The results from the bat problem were consistent with those obtained in other studies by PEG related to student conceptual difficulties with the wave properties of light (Ambrose, Heron, Vokose, and McDermott, 1999) and EVALUATING EFFECTIVE INSTRUCTION compression of ideal gases Overuse et al., 20021.
|
From page 34... ...
Percentage Percentage Course and Responcling Responcling Relative Time of Test N mA ~ me (correct) mA = me Introcluctory mechanics, 152 5 90 University of Washington, before instruction Introcluctory mechanics, A55 15 80 University of Washington, aher instruction Engineering statics, 71 15 85 University of Washington, aher all instruction Introcluctory mechanics, 255 55 AD University of Washington, aher traditional instruction plus tutorial Introcluctory mechanics, 1,160 50 A5 Purdue University, aher traditional instruction plus tutorial Gracluate TAs, 30 70 30 University of Washington, aher traditional instruction (presumecl)
|
From page 35... ...
During her presentation, Heron made the point that effective instruction could best be designed through research to identify and detail specific student difficulties and assess instructional strategies meant to address those (lifficulties. By examining student responses to the bat problem, as well as to several other written problems, and probing student ideas through in-(lepth interviews, Heron and her colleagues i(lentifie(1 several specific student difficulties with the concept of static equilibrium.
|
From page 36... ...
Benefiting from the research on student difficulties, this tutorial is designed to lead students to recognize that both mass and its distribution relative to the pivot point influence balancing. Correct responses by students on the bat problem increased threefold after this tutorial was incorpo36 rated into the UW introductory physics course.
|
From page 37... ...
Both Heron and the subsequent presenter, Brian Reiser, (letaile(1 instructional strategies that woul(1 a(l(lress the challenges in achieving desired learning outcomes. Heron's presentation highlighted the importance of science education research to identify persistent (lifficulties that hinder students' conceptual understanding.
|
From page 38... ...
The teacher and software both have essential roles in the curriculum, which Reiser described and demonstrated through video clips and recorded classroom conversations. The teacher's role in these classrooms is to help students care about the material, 38 engage students in the problem under consideration, provi(le assistance with tools, and structure classroom discourse around appropriate ideas.
|
From page 39... ...
Reiser highlighted a student in a full class discussion who asked a question of his classmates instead of the teacher. EVALUATING EFFECTIVE INSTRUCTION Students need to interact with each other and the teacher in new ways.
|
From page 40... ...
The major instructional innovation was in the interaction between the instructors (faculty and teaching assistants) and the students.
|
From page 41... ...
Recognizing the importance of all the EVALUATING EFFECTIVE INSTRUCTION suggested instructional metho(lsincluding Studio Physics, problembased learning, case studies, in-cIass conversations and small group work, scaffolding tools, and the tutorials at UW Ronald Henry, Georgia State University, remarked that faculty should mode} in their teaching the ways in which their own students should teach if those students go on to become graduate teaching assistants, K-12 teachers, or science faculty. ASSESSING INSTRUCTIONAL IMPACT ON LEARNING During their deliberations, each of the workshop breakout groups developed lists of student learning outcomes appropriate for introductory science courses (see Chapter 21.
|
From page 42... ...
The Purpose of Assessment The most difficult part of assessment for faculty, Rogers noted, is to define explicitly what is meant by educational outcomes, and to articulate outcomes in terms of measurable criteria. Definition of Terms Since many of the terms commonly used in the field of assessment are 42 (lefine(1 only vaguely, Rogers stressed the importance of agreeing on definitions at the start of an evaluation process to avoid future disagreements.
|
From page 43... ...
To accomplish the educational objectives, students must achieve learning outcomes, which Rogers defined as what students should know and be able to do by the end of a course or program. Instructors, she EVALUATING EFFECTIVE INSTRUCTION suggested, shoul(1 buil(1 e(lucational practices and strategies around desired learning outcomes, incorporating measurable performance criteria into the curriculum to (letermine whether those outcomes are achieved.
|
From page 44... ...
Alan Kay, Viewpoints Research Institute, Inc., drew attention to the bigger picture of outcomes, or enlightenments, such as those that enable individuals to invent entirely new technologies that could not be easily measured but would play powerful roles in future innovations. Rogers acknowledged the significance of his point, but reiterated that defining explicit learning outcomes is necessary, because instructors and institutions are accountable for assessing student 44 learning and "we can't assess it if we lon't know what to expect." Classroom versus Program Assessment Rogers outlined the similarities and (lifferences between classroom and program assessment.
|
From page 45... ...
She concluded with some words of motivation for the participants: start early with assessment plans, prioritize, pick appropriate battles, seek out resources and reference materials, recognize that any one assessment plan does not fit every situation or institution, and adopt various strategies from different sources to meet individual needs. Anticipating the discussion in Chapter 4, Rogers noted that if an institution wishes to encourage and reward excellence in instruction, it must have an established set of goals that any course is expected to achieve and a reliable EVALUATING EFFECTIVE INSTRUCTION means of distinguishing between instructional strategies that are more effective and those that are less so in reaching those goals.
|
From page 46... ...
The examine(1 courses inclu(le(1 an introductory physics anti mathematics course (each designed especially for preservice elementary school teachers) , a large introductory biology course, an introductory physics IMPROVING UNDERGRADUATE INSTRUCTION
|
From page 47... ...
Lawson concluded by pointing out that those RTOP scores, which indicate the degree to which ACEPT instructional methods are implemente(l, are strongly correlated with improvements in student achievement not only in terms of conceptual understanding but also in reasoning skills. The critical aspect of these instructional methods, according to Lawson, is that they inclu(le a broad array of research-based teaching strategies.
|
From page 48... ...
SUMMARY The major points from the presentations and discussions concerning the characteristics of effective instruction and how such instruction may be assessed are summarized below. Accumulating research shows that the traditional didactic lecture format can support memorization of factual information but may be less effective 48 than other instructional strategies in promoting un(lerstan(ling of complex concepts or the ability to apply such concepts in new situations.
|
From page 49... ...
or by a computer program. When instructors employ effective instructional strategies of the types EVALUATING EFFECTIVE INSTRUCTION described, they mode} in their teaching the ways in which their own students should teach if those students go on to become graduate teaching assistants, K-12 teachers, or science faculty.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.