1Physics 4810 / 7810 Week 7- more than “content” !Day 12: Fa2008:The Hidden Curriculum- Expectations / Epistemology- Metacognition- AffectProjectsSweet Notes & Fieldwork• Great job at applying concepts of readingsto fieldwork“I noticed that Mr. X was using a br idgingapproach to teach about Newton’s 3rd. Itseems similar to the elicit, confront, resolveapproach, but without the “you’re wrong” part”• Keep me posted on projects, I’ll providefeedback on your outlines.Clarifying pointswhat is this p parameter in thatthe author claims to be related tostatistical significance? If I justlook at the STDev and the gain, itseems that the results are notsignificant.think about education like a scientistFormulas &“plug ‘n chug”Concepts &Problem SolvingBy AuthorityIndependent(experiment)NoviceExpertPiecesCoherenceAdapted from: Hammer (1997) COGNITION AND INSTRUCTION (physics),think about science like a scientistWhat are our goals in class?contentprocessstructureaffectDrudgeryJoyWhere are we?• Theories of cognition– Conceptions / Misconceptions (Accommodation)– Pieces (p-prims, shema)– Content bound to context / situated cognition• Approaches– Elicit / Confront / Resolve; Cognitive Conflict– Bridging / Stepwise Development– Authentic practice / apprenticeship / play (‘messing about’)• Built into curricula– Tutorials, Peer instruction, ILDs, Context Rich Problems, etcWhat are we adding• Theories of cognition– Conceptions / Misconceptions (Accommodation)– Pieces (p-prims, shema)– Content bound to context / situated cognition– Different types of knowledge:• regulation processes, framing, and role of situations / environment• Approaches– Elicit / Confront / Resolve; Cognitive Conflict– Bridging / Stepwise Development– Authentic practice / apprenticeship / play (‘messing about’)– Attending to the Hidden Curriculum:• Expectations, Metacognition, Affect• Built into curricula– Tutorials, Peer instruction, ILDs, Context Rich Problems, etc2PER Theoretic BackgroundInstructionvia transmissionIndividual Content (E/M)transmissionistIndividualPrior knowledgeContent (E/M)ConstructionconstructivistbasicconstructivistIndividualPrior knowledgeEpistemologySelf-regulationAffectContent (E/M)enhancedconstructivistToday• Expectations / Epistemology– Nature of knowing physics– Nature of learning physics• Metacognition– Access to knowledge– Self regulation / application of knowledge• Affect– Motivation– Self-Image– EmotionCAUTION: That’s not all!• In fact we can’t really separate all of thesebecause of CONTEXTContex tualconstructivistcontextIndividualPrior knowledgeAttitudes and BeliefsStudent backgroundAffectContent (E/M)Tools / Instructor . . .Student Expectation and BeliefsClaim: we’re pretty lousy atknowing what we know (and don’t)• “2) I think I'm pretty bad atmetalearning, how do I teachstudents this if I'm no good at itmyself??”Role of Expectations• Most of my students expect that all they have todo to learn physics is read their text- books andlisten to lecture - Redish• [Goes on to provide the dead-leaves model p52]• Where do students get those ideas ??• Why?3Role of Expectations• In addition, their view of the nature ofscientific information affects how theyinterpret what they hear. -Redish• View about both nature of learning andnature of science affects learningscienceHow to probe?• I think it is too big of a leap to look atthe statistics of how students answereda questions and conclude that theirexpectations is that “[t]hemathematical manipulation is what’simportant and what is being tested”(Redish 2003). In my opinion, weshould be careful about inferringstudents’ expectations from data thatdoes not directly probe theirexpectations.Attitudes and BeliefsAssessing the “hidden curriculum” -beliefs about physics and learning physicsExamples:• “I study physics to learn knowledge thatwill be useful in life.”• “To learn physics, I only need to memorizesolutions to sample problems”Adams et al, (2006). Physical Review: Spec. Topics: PER, 0201010Shift (%) (“reformed” class)-6-8-12-11-10-7-17+5(All ±2%)CLASS categoriesReal world connect...Personal interest........Sense making/effort...Conceptual................Math understanding...Problem Solving........Confidence................Nature of science.......Engineers: -12Phys Male: +1Phys Female: -16<g> = post-pre 100-prered = trad, blue = interactive engagementForce Concept InventoryR. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).CU - IE & TutorialsCU - IE & trad recitationsGender Gaps in Shifts-18 -16 -14 -12 -10 -8 -6 -4 -2 0OverallAll CategoriesPersonal InterestReal WorldPS GeneralPS ConfidencePS SophisticationSense-makingConceptualApplied ConceptualCLASS Favorable Shifts (%)FemalesMales5250626372726055746972707472706266646664MFPre Scores:4How do these messages get sent?"People respond to incentives …How do we get students todevelop the "right" incentives?”Homework Example from 121Elby’s Approach1. Epistemology lessons embedded into labs, problems, and class discussions2. “Epistemology” homework and in-class problems3 Effort-based homework grading, and solutions handed out with theassignment4. Homework and test questions emphasizing explanation5. Reduced use of traditional textbook6. Fluid lesson plans7. Radically reduced content coverage8. Instructor commitment to epistemological developmentquestions from you (for next week)• Elby seems perfectly willing to sacrificecontent at the expense of understanding.• I thought Elby was a little light on evidence forthe need for "wholehearted" commitment toteaching epistemology,• Also, it would be helpful if students learnedthese epistemological lessons before theycame to college and if they were reinforced inall of their classes.• How do we teach instructors to focus on this?Metacognition• Metacognition refers to the self-referential part of cognition—thinkingabout thinking. Sometimes theseresponses are conscious (“Wait aminute. Those two statements can’t beconsistent.”), but the term is also usedto refer to the unconscious sense ofconfidence about thinking (“It just feelsright.”) - Redish [p53]Redish claims:In order for most students to learn how tolearn and think about physics, they have tobe provided with explicit instruction thatallows them to explore and develop moresophisticated schemas for