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What Works in Undergraduate Science Education

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What Works in Undergraduate Science Education

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    1. What Works in Undergraduate Science Education? 1 OECD France Workshop Education for Innovation: the Role of Arts and STEM Education May 24th, 2011

    2. Traditional Science Classes SEI at CU Boulder End of Year Event 2011 2

    3. 3 Innovations SEI at CU Boulder End of Year Event 2011

    4. Meta-Analysis Systematic approach to the synthesis of research findings Pooling existing evidence Summing up: Innovations implemented Evidence of success 4 SEI at CU Boulder End of Year Event 2011

    5. What is needed? Gather empirical evidence Metric for computing effects of studies with different outcome measures? Effect Size 5 SEI at CU Boulder End of Year Event 2011

    6. Gathering and Coding of Research Studies 6

    7. What was included? Four criteria: focus on undergraduate education in biology, chemistry, engineering & physics; include one or more instructional strategies considered to be an innovation; refer to actual classrooms, rather than controlled conditions; and be reported in article published in 1990 or later. (Suter & Narayanan, 2006; Beichner, 2009) 7 SEI at CU Boulder End of Year Event 2011

    8. Innovation Commonalities 8 SEI at CU Boulder End of Year Event 2011

    9. 9

    10. Effect Size Distribution 10 SEI at CU Boulder End of Year Event 2011

    11. 11

    12. Factors Explaining Variability?

    13. Innovation Type 13 SEI at CU Boulder End of Year Event 2011

    14. Importance of Outcome Measure Outcome measure item format Multiple-choice (mean ES=0.56) Open-ended (mean ES= 0.35) Alignment of the outcome measure to the study In one particular study: Force and Motion Conceptual Evaluation (ES = 1 .36) Open-ended traditional problem solving (ES = -0.62) 14 SEI at CU Boulder End of Year Event 2011

    15. The Issue of Assignment 88% of studies do not have random assignment of individuals to treatment and control Pretest scores are essential to ensure group equivalence For those studies that do, when taken into account: Mean effect size is much larger 15 SEI at CU Boulder End of Year Event 2011

    16. 16 Subsequent Analysis in Physics March 28th, 2011

    17. Workshop/Studio Physics 17

    18. Conclusions Innovations have a positive effect on student learning Things to consider: Providing sufficient empirical data Importance of outcome measure Pretest administration Workshop/Studio Physics has a particularly high effect on student learning 18 SEI at CU Boulder End of Year Event 2011

    19. Thank You This research has been funded by NSF grant REC-REESE 0635491 Contact Email: Derek.Briggs@Colorado.edu Heidi.L.Iverson@Gmail.com

    20. Study Search Methods 20 SEI at CU Boulder End of Year Event 2011

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