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Incorporating Process-Oriented Instruction & Assessment into a Non-majors Science Class Anthony Carpi, Ph.D. John Jay College, CUNY SERC/Visionlearning Process of Science Workshop July 14 – 16, 2009. www.visionlearning.com. Course Overview. John Jay College Urban public 4-yr institution

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  1. Incorporating Process-Oriented Instruction & Assessment into a Non-majors Science Class Anthony Carpi, Ph.D. John Jay College, CUNY SERC/Visionlearning Process of Science Workshop July 14 – 16, 2009 www.visionlearning.com

  2. Course Overview • John Jay College • Urban public 4-yr institution • Hispanic- & minority-serving institution NSC 107: Introduction to Science in Society • Required, non-majors lab science course • Historically taught as an introductory survey course www.visionlearning.com

  3. Process “Intervention” • Integration of data and research into the curriculum instead of simply findings. • Incorporation of 10 “Process” modules: • 5 Research Methods modules; • 4 Data & Analysis modules; • Understanding Scientific Journals. www.visionlearning.com

  4. Planned Assessment • Pre- and post-test with POS draft instrument. • 18 questions • Mix of closed and open-ended • Concept and attitude questions • 2 “Impromptu” Assessments www.visionlearning.com

  5. “Impromptu” Assessment 1 • Questions with exam #1. (RM readings) • Q1: Identify one main point in readings: • Use of experimentation to solve or understand scientific equations; • Scientific method is the basis of all scientific experimentation; • how to make an experiment; • experimenting. Without knowing most of time we experiment; • How to experiment research and its methods. www.visionlearning.com

  6. “Impromptu” Assessment 1 • 5 research scenarios revolving around different methods: • Experimentation: 14/15 correct • Comparison: 10/15 • Description: 3/15 • Modeling: 0/15 www.visionlearning.com

  7. Planned Assessment – Selected Questions www.visionlearning.com

  8. Planned Assessment – Selected Questions www.visionlearning.com

  9. Planned Assessment – Selected Results Treatment Control www.visionlearning.com

  10. Planned Assessment – Selected Results Treatment Control www.visionlearning.com

  11. Planned Assessment – Selected Results Treatment Control www.visionlearning.com

  12. “Impromptu” Assessment 2 • Question with final exam. • Q: What is one of the main things that you will take away from this class? • One of the main things that I will take from this class is how complex science is. I never noticed until taking this class how formulas, structures, and chemicals can make a huge difference in things (such as difference between ethane & methane). This was a very exciting class. www.visionlearning.com

  13. “Impromptu” Assessment 2 • Q: main things … take away … • One of the main things I will take away is that I know the functions of science. Perhaps that[s] all, but before I felt that I did not know much, but now I know how and why certain things happen. Overall, in order to know things, not just in science, research is necessary, time, interest, dedication and ultimately a group and foundation of people working together. www.visionlearning.com

  14. “Impromptu” Assessment 2 • Q: main things … take away … • The main thing I will take away is a different perspective on things. Science was always taught only one way, and that was it. There was no variation or anything. This class allowed me to see science in another light. www.visionlearning.com

  15. Next Steps • Revising POS instrument and limiting to focus on 5 key concepts. • More open-ended and Likert-scale questions. • Workshop feedback. www.visionlearning.com

  16. Acknowledgements • Funding: U.S. Department of Education FIPSE program • Collaborators: Anne Egger, Mark Connolly, Norm Lederman, Nancy Ruggeri, Sandra Swenson, entire expert panel. www.visionlearning.com

  17. Closing Thought: Validation • Q: What is one main thing you will take away from this course. • I wouldn’t take away anything, I really liked the course. www.visionlearning.com

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