Physics 4810 7810 Week 7 more than content Day 12 Fa2008 The Hidden Curriculum Expectations Epistemology Metacognition Affect Projects Sweet Notes Fieldwork Great job at applying concepts of readings to fieldwork I noticed that Mr X was using a bridging approach to teach about Newton s 3rd It seems similar to the elicit confront resolve approach but without the you re wrong part Keep me posted on projects I ll provide feedback on your outlines Clarifying points what is this p parameter in that the author claims to be related to statistical significance If I just look at the STDev and the gain it seems that the results are not significant What are our goals in class Expert Novice Formulas plug n chug Pieces By Authority Drudgery content Concepts Problem Solving structure Coherence process Independent experiment affect Joy think about science like a scientist think about education like a scientist Adapted from Hammer 1997 COGNITION AND INSTRUCTION physics Where are we What are we adding Theories of cognition 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 etc 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 etc 1 PER Theoretic Background tr a n sm Individual is s i bas c o n ic str uct oni Content E M Expectations Epistemology Nature of knowing physics Nature of learning physics st Individual Prior knowledge iv is Instruction via transmission Today Construction constructivist Content E M Metacognition Access to knowledge Self regulation application of knowledge t Affect Content E M Individual Prior knowledge enh con anced str uct iv i Epistemology Self regulation Affect st CAUTION That s not all Motivation Self Image Emotion Student Expectation and Beliefs In fact we can t really separate all of these because of CONTEXT Tools Instructor Co n con textu Individual a str knowledge uct l Prior Attitudes and Beliefs background ivis Student tAffect Content E M context Claim we re pretty lousy at knowing what we know and don t 2 I think I m pretty bad at metalearning how do I teach students this if I m no good at it myself Role of Expectations Most of my students expect that all they have to do to learn physics is read their text books and listen to lecture Redish Goes on to provide the dead leaves model p52 Where do students get those ideas Why 2 Role of Expectations How to probe I think it is too big of a leap to look at the statistics of how students answered a questions and conclude that their expectations is that t he mathematical manipulation is what s important and what is being tested Redish 2003 In my opinion we should be careful about inferring students expectations from data that does not directly probe their expectations In addition their view of the nature of scientific information affects how they interpret what they hear Redish View about both nature of learning and nature of science affects learning science CLASS categories Attitudes and Beliefs Shift reformed class 6 8 Engineers 12 12 11 10 7 Phys Male 1 17 Phys Female 16 5 Real world connect Personal interest Sense making effort Conceptual Math understanding Problem Solving Confidence Nature of science Assessing the hidden curriculum beliefs about physics and learning physics Examples I study physics to learn knowledge that will be useful in life To learn physics I only need to memorize solutions to sample problems All 2 Adams et al 2006 Physical Review Spec Topics PER 0201010 Force Concept Inventory red trad blue interactive engagement g post pre 100 pre Gender Gaps in Shifts 18 16 14 12 10 8 6 4 Females Males CU IE CU IE trad recitations Tutorials R Hake A six thousand student survey AJP 66 64 74 98 2 Pre Scores F M Overall 64 66 All Categories 64 66 Personal Interest 62 70 72 70 74 72 PS Confidence 69 74 PS Sophistication 55 60 Sense making 72 72 Conceptual 63 62 Applied Conceptual 50 52 0 Real World PS General CLASS Favorable Shifts 3 Homework Example from 121 How do these messages get sent People respond to incentives How do we get students to develop the right incentives Elby s Approach questions from you for next week 1 Epistemology lessons embedded into labs problems and class discussions 2 Epistemology homework and in class problems 3 Effort based homework grading and solutions handed out with the assignment 4 Homework and test questions emphasizing explanation 5 Reduced use of traditional textbook 6 Fluid lesson plans 7 Radically reduced content coverage 8 Instructor commitment to epistemological development Elby seems perfectly willing to sacrifice content at the expense of understanding I thought Elby was a little light on evidence for the need for wholehearted commitment to teaching epistemology Also it would be helpful if students learned these epistemological lessons before they came to college and if they were reinforced in all of their classes Metacognition Redish claims Metacognition refers to the selfreferential part of cognition thinking about thinking Sometimes these responses are conscious Wait a minute Those two statements can t be consistent but the term is also used to refer to the unconscious sense of confidence about thinking It just feels right Redish p53 How do we teach instructors to focus on this In order for most students to learn how to learn and think about physics they have to be provided with explicit instruction that allows them to explore and develop more sophisticated schemas for learning 4 Schoenfeld Approach What are you doing Why are you doing it How does it help Teaching Metacognition Does it have to be explicit What about implicit framing or apprenticeship Affect Motivation Self image Emotion Affect Motivation Internal External Weakly motivated Why is there so little on this in Redish Negatively motivated Do you buy this I try to ask more pointed questions that