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Transforming Tertiary Science Education

Transforming Tertiary Science Education. Update on the joint project between the University of Canterbury & Massey University. Ben Kennedy, Zoe Jordens, Rosie Bradshaw, Erik Brogt , Ewen Cameron, Billy O’Steen. Goals for this talk. After this talk, participants will:

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Transforming Tertiary Science Education

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  1. Transforming Tertiary Science Education Update on the joint project between the University of Canterbury & Massey University Ben Kennedy, Zoe Jordens, Rosie Bradshaw, Erik Brogt, Ewen Cameron, Billy O’Steen

  2. Goals for this talk After this talk, participants will: • Know what the project is about • Explain what we are doing • Evaluate how it is going • Infer what will be done next • Debate and critique the project and its results

  3. What is the project about? • Adapt the Carl Wieman Science Education Initiative to the Kiwi context • Rigorous, evidence-based approach to reform • Observations and measurement • Learning goals, concept test and formative assessment development • Implementation of reforms and measurement of its effectiveness • Six courses: 2 biology at Massey, 4 geology at Canterbury

  4. What are we doing • Two iterations: baseline and intervention • Administer knowledge (concept) test pre-post • Administer attitude survey pre-post • Classroom observations to • Infer learning goals • Monitor student engagement • Develop interventions in consultation with CWSEI and course instructors

  5. First results

  6. What do you think? Which instructor behaviour generates the most student engagement? • Use of humour in class • Linking lecture to learning goals • Use of examples • Voice modulation

  7. Attitude results: Geol 113 • Generally some shifts to more expert thinking, but strong novice thinking persists • When I look at a landscape, I have an idea of how long it took to form • Pre: 34, 34, 31 Post: 47, 50, 3 • It is important for the government to approve new science ideas before they can be widely accepted by the population • Pre: 57, 23, 20 Post: 55, 26, 19

  8. Shifts to expert-like thinking? • Earth and Ocean Sciences have little relation to what I experience in the real world • Pre: 0, 28, 72 Post: 0, 3, 97 Well… we did have the September earthquake during this period…

  9. Concept test -baseline • Concept tests for two geology courses developed • Geol 336 post test result 52% • About 25 % of students in Geol 336 said “I haven’t started studying yet” when asked what might inhibit them on test

  10. Interventions • Clickers • In class exercises • Academic development for staff

  11. Example: clicker question From the image and what you know about intermediate rocks estimate the mineral proportions and name the rock 30% quartz, 30 % k feldsapar, 30% plagioclase, 5% olivine, 5 % pyroxene, ROCK rhyolite 10 % quartz, 20% olivine, 10 % pyroxene, 50% plagioclase, 10% biotite. ROCK dacite 5 % quartz, 15% amphibole, 5 % k feldsapar, 70% plagioclase, 5% biotite. ROCK Andesite 20% amphibole, 10 % pyroxene, 50% plagioclase, 10% biotite, 10 % olivine ROCK Dacite

  12. In class exercise, this map shows relative resistivity, 3 is low 13 is high, and characteristic isotopic and geochemical spring characteristics. B δ18O = -5.2 δD = -31 δ18O = -5.8 δD = -37 δ18O = -5.2 δD = -30 7 δ18O = -5 δD = -32 8 δ18O = -5.5 δD = -35 5 9 δ18O = -6 δD = -37 δ18O = -5.2 δD = -35.5 4 δ18O = -5.5 δD = -36 3 δ18O = -4.6 δD = -38 C δ18O = -5.5 δD = -28 δ18O = -4.5 δD = -36 A 13 Where would you drill for geothermal energy? Why? And What fluid characteristics would you expect to find ? 14 15

  13. Academic development • Interventions for Geology courses at Canterbury developed and implemented in consultation with teaching teams • Revamping a course must have buy-in • Must be authentic for instructors • Must fit instructor’s teaching style • Partly academic, partly pastoral for students Academic development is done WITH, not TO instructors

  14. Random anecdotes • Canterbury: Students borrowing clickers for their own presentations • Massey: Students were observed turning off Facebook to do in class exercises

  15. What’s next? • Interventions for Geology courses for semester 2 are under development, in consultation with the teaching teams • Massey already doing interventions in semester 1, 2011 • Several spin-off projects are starting up at Canterbury • Development of ways to reliably interpret Canterbury data

  16. Spin offs • Hazard education research • Potential to supply data to triangulate post-earthquakes student resiliency surveys • Linking up with Physics Ed. In Auckland • UBC researcher Alison Jolley joining team

  17. Acknowledgements • Our research assistants for doing an absolutely marvellous job • Carl Wieman Science Education Initiative group at the University of British Columbia • The audiovisual support units at Canterbury and Massey

  18. Questions or comments?

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