Technology-Enhanced Learning in Science (TELS)

1. Technology-Enhanced Learning in Science (TELS) • Marcia C. Linn • University of California, Berkeley • January 8, 2007 • American Association of Physics Teachers • Seattle, Washington UC Berkeley • Concord Consortium • Arizona State • Mills • Norfolk State • North Carolina Central • Penn State • Technion

2. Technology-Enhanced Learning in Science • NSF funded Center • Investigate the impact of powerful scientific visualizations embedded in inquiry modules • What makes a successful visualization? • How should visualizations be embedded in inquiry activities?

3. TELS Partners Pennsylvania State University Chris Hoadley Technion - Israel Institute of Technology Yael Kali University of California, Berkeley Marcia Linn, Jim Slotta • Arizona State University • Doug Clark • The Concord Consortium • Bob Tinker, Paul Horwitz, Ken Bell • Mills College • Jane Bowyer • Christopher Newport University • S. Raj Chaudhury • North Carolina Central University • Tun Nyein, Gail Hollowell Contact us at http://TELSCenter.org

4. WISE/TELS Research Partnership • Combining expertise in classroom teaching, natural science, technology, pedagogy, curriculum design, assessment, and policy • Turadg Aleahmad • Eric Baumgartner • Kathy Benemann • Mike Burstein • Jonathan Breitbart • Janet Casperson • Britte Cheng • Jennie Chiu • Doug Clark • Alex Cuthbert • Mike Duda • Kristina Duncan • Matt Fishbach • Tara Higgins • Carolyn Hofstetter • Amy Holloway • Jeff Holmes • Freda Husic • Yael Kali • Doug Kirkpatrick • Kevin McElhaney • Alton Lee • Lydia Liu • Hee-Sun Lee • Alan Li • Marcia C. Linn • Jacquie Madhok • Abbey Novia • Ariel Owen • Greg Pitter • Katrina Rotter • Christine Romano • Sherry Seethaler • Stephanie Sisk-Hilton • Jim Slotta • Michelle Spitulnik • Elisa Stone • Erika Tate • Eric Teruel • Ricky Tang • Keisha Varma • Michelle Williams • Jully Yi • Helen Zhang • Tim Zimmerman

5. Design of Visualizations • Multiple representations make chemistry difficult to learn (Johnstone, 1990) • Visualizations can enhance science learning (Schwarz & White, 2005) • Most animated visualizations are no more effective than still diagrams. Learners get confused (Tversky et al., 2002). • Reflection can help students integrate science experiences (Davis and Linn, 2000). Macro Symbolic H2O Micro

6. Research on animation and visualization • Chemation: Chang & Quintana • Students visualize a chemical reaction • Erase “leftover” atoms or molecules • Storygrams: Polman • Link representations to narrative • ChemSENSE: Kozma • Link symbolic and molecular representations

7. Roles for visualizations • Support experimentation • Chemation • TELS Concord Consortium Dynamica (Airbags) • What should the learner explore? • Connect microscopic, personally relevant, and symbolic views • Chemsense • TELS Concord Consortium Molecular Workbench (Chemical Reactions) • How link representations and connect to curriculum?

8. Roles for visualizations • Promote narrative accounts of science • Storygrams • TELS Personally relevant problems (Airbags) • What forms of explanation succeed? • Make important information salient • Make unseen visible: Forces on objects, rate of heat flow, molecular interactions • TELS Heat Flow visualization, chemical reactions • What needs to be salient?

9. TELS Results: Cohort Comparison Study Assessment Coordinator: Hee Sun Lee University of California, Berkeley Tufts University

10. Multiple assessment sources

11. TIMSS vs. Knowledge Integration

12. TELS assessment timelines

13. TELS assessment timelines 3716 students, 51 teachers, 16 schools

14. TELS assessment timelines 64 TELS project runs by 45 teachers in 16 schools

15. TELS assessment timelines 3443 TELS students, 1064 non-TELS students, 50 teachers, 13 schools

16. TELS assessment timelines 2005-2006, 100 Teachers Cohort 3 Testing

17. Benchmark cohort comparison Overall effect size = .28 Independent samples t-test results, *** p < .001

18. Using Powerful Computer Models to Promote Integrated Understandings of Chemical Reactions Jennifer L. Chiu, TELS Fellow University of California, Berkeley

19. Chemical Reactions: Visualize & Reflect • “They are related because in order to have no atoms left over in the workbench, we had to get a certain amount of oxygen atoms and hydrogen atoms. This number is the same as the ratios in the balanced equation (2 H2, 1 O2, and you end up with 2H2O molecules).” Jennifer Chiu How did making water molecules in Molecular Workbench relate to the balanced equation of 2H2 + O2 -> 2H2O? Students explore visualizations of molecular reactions and record their reflections in a journal.

20. Curriculum • Learning goals: • Explore chemical reactions on personally relevant, symbolic, and molecular scale • Connect symbolic and molecular representations • Add and connect ideas of limiting reactants and conservation of mass

21. Results 0.20 ES = 1.09** 0.43** Group (Post and Test gain > Comparison p < .014)

22. Results • Increased connections from pre to post between coefficients and subscripts of symbolic and molecular representations Q. What is the difference between 2CO and CO2? Pretest Posttest Student 2CO CO2 Score 2CO CO2 Score RS (3) (2) RB (4) (1) SM (1) (2) (4) KK (1)

23. Results • Increased connections among symbolic and molecular representations, limiting reactants, and conservation of mass Pretest Posttest Q. If only the molecules in the closed container below react according to the equation 2S + 3O2 -> 2SO3, (1) (2) KR RB (1) (3) (2) (4) BW draw the container after the reaction.

24. Chemical Reactions: Conclusions • Students using TELS make progress on understanding chemical reactions, making connections among symbolic and molecular representations compared to students in the traditional program. • Activities that succeed: • elicit ideas including predictions, • allow students to test predictions, • enable discussion of criteria for consequential experiments, • require students to reflect • Design principles to take advantage of visualizations: • Combine visualizations with prompts to make predictions and to reflect on visualization • Explore visualization in a personally-relevant context

25. Roles for visualizations • Visualization can support experimentation • Hanging with friends, Airbags, Global climate • Visualizations can connect microscopic, personally relevant, and symbolic views • Chemical reactions, Electricity, Energy • Visualization can support narrative accounts of science and promote conversations • Mitosis & Cancer, Thermodynamics • Visualization can make information salient • Unseen processes: Rock cycle, phase change

26. TELS Curriculum Materials • Embed visualization in inquiry environment • Take advantage of socio-cognitive research captured in the knowledge integration framework (Linn, 1995; Linn & Hsi, 2000) • Build on Concord Consortium visualizations and WISE learning environment • Employ design principles (Kali, 2006) and patterns (Linn & Eylon, 2006) emerging from research on learning environments • Involve partnership of participating teachers, researchers, technologists, discipline specialists, and policy makers

27. TELS Design Review Process • TELS modules: • Embed visualizations of complex science in inquiry activities • Created by design team with expertise in classroom learning, discipline, cognition, technology • Build on cognitive research, knowledge integration framework • Embed assessments • Benefit from iterative review and refinement Jeff Holmes

28. Knowledge Integration Framework & Patterns • Make Science Accessible • Make thinking visible • Help students learn from each other • Promote autonomous, lifelong learning Use the principles to design Web-based Inquiry Learning Environment (WISE)

29. Hanging with Friends: Visualize Velocity Erika Tate

30. Knowledge Integration Pattern: Elicit Ideas What does velocity mean.. Describe some other ways to explain….

31. Knowledge Integration Pattern: Add New Ideas

32. Knowledge Integration Pattern: Develop Criteria How are the graphs similar, different? Which shows Isabel’s motion? Explain..

33. Knowledge Integration Pattern: Sort Out Ideas How does the representation help you understand? Draw your solution?

34. Conclusions • Powerful visualizations can contribute to learning and add value over traditional instruction. • TELS design process, using evidence, can improve modules, suggest promising design principles and patterns, and lead to improved learning outcomes. • TELS Professional Development enables teachers to use and refine modules.

35. Opportunities to participate • TELS/WISE tested modules are free and available over the internet (http://www.wise.berkeley.edu) • TELS software is available and open source (SAIL: http://sail.sourceforge.net) • TELS Assessments are available and have accepted psychometric properties; TELS Professional development model enables teachers to quickly begin using modules and design their own additional supports(see http://TELSCenter.org) • TELS Design Principles database is on-line and available for use in courses, customization activities, and design(see http://www.design-principles.org)

37. TELS Professional Development • Freda Husic, Doug Kirkpatrick, & Keisha Varma Schools and Teachers Professional Development Activities Mentoring

38. Targeted Professional Development • Cycles of planning, enactment, and reflection occur before and during module implementation

39. Goal of TELSProfessional Development • Implement flexible, targeted professional development program to help teachers use TELS modules effectively. • Support inquiry with technology enhanced instruction • Facilitate teaching students who work in pairs • Address obstacles: technical, implementation, and curriculum • Target professional development to current and emergent needs of TELS users.

40. Schools and TeachersFreda Husic • Three-tiered recruitment of teachers from participating schools • District: science dept. heads • School: science staff meetings • Teacher: individual teachers • Total from 4 states: 50 teachers in 16 schools • Current results: 26 teachers in 9 schools

41. TELS Certificate Expectations • One TELS module/year • Integrate module into science curriculum • Conduct benchmarking, pre/post tests • Participate in interview • Reflect on evidence of student learning Level I Certification Over 40 TELS Certificates 2004-2005

42. Airbags: Conducting experiments to understand physics conceptsAirbags Module Experimentation Score Kevin McElhaney, TELS Fellow University of California, Berkeley

43. Airbags Curriculum

44. Airbags Experimentation • The experimentation score captures the sophistication of students’ experiments • The score includes four related dimensions: • Number of experiments students perform • Number of discrete values tested • Range of values tested • Number of boundary values tested Experimentation Environment

45. High School Students Results Assessment item Results • Which of the following statements apply to the motion during segment E? (choose all that apply) • same direction as A • • same direction as C • • not moving • • slowing down • • toward the net/basket * p< .05 ** p< .01

46. Experimentation Score Predicts Benefit • For specific items: • highly significant (p < 0.001) for item assessing connection between speed and graph slope • not significant (p = 0.56) for item assessing connection between direction and graph slope There is a significant (p = 0.015) positive relationship between experiment and post-test score, controlling for pretest score.

47. Airbags: Conclusions • Results from 4 classes shows connection between experimental activities and learning outcomes. • Activities that succeed: • elicit ideas including predictions, • allow students to test predictions, • enable discussion of criteria for consequential experiments, • require students to reflect • Design Principles supported by this research: Provide guidance on how to conduct sophisticated experiments Embed experimentation activities within a relevant context Enable students to record results and reflect on findings Provide visual feedback when variables are changed