Physics 4810 7810 Week 5 Learnin and a word from your professor Y all ROCK Seriously the level of discussion has elevated tremendously this week Special thanks to those engaging in dialogue Lots of GREAT ideas showing up Day 9 Fa2008 Knowledge in Pieces Review of where we are A Little bit of where we are going Knowledge in Pieces T L Summary Week 5 where are we Top down introduction What about the level of practice Students are NOT learning what we expect Difference between practice based rise to concrete active engagement traditional practices passive students Models of cognition Course practices learning models Variety of strategies to engage people study what they know coming in address misconceptions build connected representations Large scale structures student results Trad l Approach Theoretic Background tr a n sm Individual is s i oni st Instruction via transmission PER Theoretic Background Content E M tr a n sm Individual is s i bas c o n ic str uct oni Content E M st Individual Prior knowledge iv is Instruction via transmission Construction constructivist Content E M t 1 PER Course Practice Cognitive underpinnings of practices How to deal with Prior Knowledge Tutorials Concept Tests Peer Instruction JITT ILD bas c o n ic str uct Heavier objects fall faster Schema organized structures that give rise to concepts Phenomenological primitives phenomenological from experience primitive basic irreducible unit And more to cognition Tools Instructor Co n con textu Individual a Prior knowledge str uct l Attitudes and Beliefs background ivis Student tAffect Content E M context iv is Construction constructivist Content E M t Where are we going Build back out Realize there is more to education than concepts Individual Prior knowledge enh con anced str uct iv is Content E M Epistemology Self regulation Affect t PER Theoretic Background tr a In fact we can t really separate all of these because of CONTEXT Prior knowledge elicit confront resolve not really a cognitive model but basis for practice bridging step from p k to scientific knowledge Models of cognition Full blown concepts mis concepts Individual n sm Individual is s i bas c o n ic str uct oni Content E M st Individual Prior knowledge iv is Instruction via transmission Construction constructivist Content E M t Tools Instructor Co n con textu Individual a Prior knowledge str uct l Attitudes and Beliefs background ivis Student tAffect Content E M context Finkelstein N 2005 Context in the Context of Physics Education IJSE Finkelstein N 2005 2010 NSF CAREER Grant REC 0448176 2 Theoretical Framework Tools allow thought A Story of Galileo 6 theorems of a genius Contextual Constructivism Theorem If a moving particle carried uniformly at constant speed traverses two distances then the time interval required are to each other in the ratio of their algebra distances followed by 2 page geometric proof i tools mediate our understanding cognitive processes ii context shapes how we might use these tools Instructor Tools Co n con textu Individual s tr uct al Prior knowledge iv is t context Finkelstein 2005 adapted from Cole M 1996 Cultural Psychology From diSessa 2000 Changing Minds Meaning of tools t1 d1 t 2 d2 d1 r t1 d2 r t 2 Content physics Embedded Context s Evolutionary biological Frames of Context Departmental Level And cultural If T x y c x2 y2 What is T r c is constant Physicists c r2 Mathematician c r2 2 Redish drawing from Manogue World View on Physics Education in 2005 Delhi August 21 26 2005 Course Physics I Class activity Tutorial Task 2 D drawing Student Concept Finkelstein N 2005 Int J Science Education Now Time for Meaning Making Redish diSessa Burning questions Clarifications Jigsaw Approach i Form groups of disciplinary expertise ii Jigsaw regroup into distributed expertise in order to solve broader problem 3 Redish Jigsaw 1 What are our goals for physics instruction 2 What is social learning Does it include lecture Does technology affect it 3 How can we teach students how to use multiple representations and pick out the significant pieces of information from a problem 4 How do these theories of memory apply to teaching and learning 5 What s better bridging or cognitive conflict What are their advantages disadvantages How would we implement bridging in tutorials diSesssa Jigsaw 1 2 3 4 5 Can you think of possible p prims you have used or encountered Have you ever had your p prims challenged by instruction and learned as a result Is physics simply a way of reorganizing clarifying and expressing p prims DiSessa notes a number of differences between p prims and logic Do you agree with his contrasts between the two Are p prims not logical How does the second section of the paper on dinosaur cartoons relate to the first Why are these two sections in the same chapter Has anyone experienced one of diSessa s rare events that sparked your interest in physics in particular and science in general Has anyone not experienced one of these events If not what got you interested in math and science Broad Question from Redish Broad Question 1 We ve seen evidence that Tutorials are very effective at teaching physics concepts Why b Is it because they re well written Is it because they encourage social learning Is it the extra time spent a Should we scrap lectures and focus on tutorials Is it too expensive Will it just be the blind leading the blind and therefore produce improper learning What about unsocial students Broad Question from diSessa Broad Question 2 How do you make use of p prims and rare events in the classroom 4