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DBER: Discipline Based Educational Research

DBER: Discipline Based Educational Research. Steven Pollock and the PER group Physics Department University of Colorado, Boulder. Studying Physics reforms with LA ’ s. Jan 2007. DBER - what are we all doing?. Documenting transformed courses: Descriptions, #’s

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DBER: Discipline Based Educational Research

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  1. DBER:Discipline Based Educational Research Steven Pollock and the PER group Physics Department University of Colorado, Boulder Studying Physics reforms with LA’s Jan 2007

  2. DBER - what are we all doing? Documenting transformed courses: • Descriptions, #’s • LAs (#’s of applicants and accepted, where do they go next,…) Measuring: • Content (pre/post if possible) • Beliefs about learning (e.g. CLASS) • Students AND LAs , both of these. Ultimately, research to go beyond these. • Faculty and institutional change • Mechanisms/theory • …

  3. Physics (overview) • Conceptual measures Curricula impacts Instructor effects • Attitudes and beliefs (CLASS) • Impacts on LAs too • (Then: gender, affect, longitudinal…)

  4. Physics Course Transformation Building from traditional courses • Bottom up reform • Peer instruction, and Tutorials in Introductory Physics • Learning Assistants

  5. Clickers (peer instruction) • Used in most intro classes • Large (200-600 student) lectures • Variety of styles of use • still collecting data on this

  6. Reconceptualize recitations • Tutorials in Introductory Physics (UW) • well documented • LA’s critical • Some 1110 faculty chose not to use them

  7. -- Tutorial Classroom: Trad

  8. Impact and Reproducibility Trowbridge and McDermott," Am. J. Phys.49 (3), 242 (1981). Finkelstein and Pollock, (2005). Phys Rev ST PER, 1,1.010101

  9. FCI I <g> = post-pre100-pre Force Concept Inventory traditional lecture R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

  10. Force Concept Inventory CU Fa01 CU Fa03/ Sp04 red = trad, blue = interactive engagement <g> = post-pre100-pre R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

  11. Force Concept Inventory red = trad, blue = interactive engagement <g> = post-pre100-pre CU - w. trad recitations CU - w. Tutorials R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (‘98).

  12. Reproducibility (Physics II)

  13. 1120 BEMA pre/post F04 (N=319) Pretest: 26% S05 (N=232): 27%

  14. 1120 BEMA pre/post g(F04) = .44+/- .01 g(S05)=.43+/- .01 F04 (N=319) Post: 59% S05 (N=232): 59%

  15. Handoff to non-PER faculty … everything looks the same…(except the instructor)

  16. 1120 BEMA pre/post

  17. 1120 BEMA pre/post Non-PER Faculty 1st Time Teaching with Tutorials Pre: 25 Post: 50 <g> = .33

  18. 1120 BEMA pre/post Non-PER Faculty 2nd Time Teaching (+ PER backup) Pre: 26 Post: 56<g> =.40

  19. Learning gains for LAs and TAs

  20. TA (post) TA (pre) LA (pre) LA2 (post) LA (post) CU upper division (trad) 1120 BEMA LA’s

  21. Learning gains for LAs and TAs LAs leave at incoming TA level! (N=200+) N=31 N=20

  22. The impact of recitation/pedagogy Physics 1, 300+ students, Peer Instruction in lecture, and: 1: “Tutorials” (Sp04) Tutorials 2: “Workbook” (Fa04)Knight Workbook 3: “Traditional” (Sp05) Mostly traditional

  23. Phys 1110 normalized gains gain <g> = .66 +/-.02 Tutorials

  24. Phys 1110 normalized gains gain <g> = .66 +/-.02 = .59 +/-.02 Tutorials Workbooks

  25. Phys 1110 normalized gains gain <g> = .66 +/-.02 = .59 +/-.02 = .45 +/-.02 Tutorials Workbooks Traditional

  26. -7 -14 -6 -10 Beyond the FMCE: Exam comparisons N.B. 12 points is roughly 1 letter grade.

  27. -7 -14 -6 -10 Beyond the FMCE: Exam comparisons N.B. 12 points is roughly 1 letter grade.

  28. Attitudes and Beliefs:CLASS shifts (post-pre)

  29. CLASS shifts (post-pre) CU Partly trad CU Reformed (some attention to A&B)

  30. CLASS - last 6 terms (1110) Pre - 68 (PER faculty) (PER faculty) Pre - 66 Pre - 63 Pre - 70 Pre - 60 Pre - 68

  31. CLASS - last 6 terms (1120) Fa04 (PER faculty) Pre - 70 Sp05 (PER faculty) Pre - 67 Fa05 Pre - 61 Pre - 63 Sp06 Pre - 62 Fa06 (PER backup)

  32. Overall Phys 1110 F06 Personal Interest Overall Personal Interest LAs, F06 CLASS F06:Comparing students & LA’s Overall Phys 1120 F06 Personal Interest 50 75 100

  33. CLASS F06:Comparing students & LA’s

  34. CLASS F06:Comparing students & LA’s F06: LA Pre

  35. CLASS F06:Comparing students & LA’s F06: LA Post

  36. CLASS F06:Comparing students & LA’s F06: LA Post 66 Physics Faculty

  37. Affect: End of term surveys about Tutorials

  38. Affect: Tutorials (Phys 1120) Exams 25% “Tutorial-like” questions)

  39. Affect: Tutorials (Phys 1120) The spinach model of educational reform? Data shows the Tutorials are useful Students (sometimes) find Tutorial useful But more rarely find them enjoyable.

  40. Affect: Tutorials (Phys 1110) (Missing data for 2 “trad” terms)

  41. Affect: Tutorials (Phys 1110) Much more variation - instructor effects? (Missing data for 2 “trad” terms)

  42. Deeper research studies • Longitudinal studies • Gender • High starter/low starter • …

  43. (Prelim) longitudinal impacts How do students do on the BEMA after Junior level E&M?

  44. Longitudinal Upper division majors’ BEMA scores After completing Phys 3310 or 3320 (Only students who took 1120 without Tutorials)

  45. Longitudinal Upper division majors’ BEMA scores Red bins: students who had taken their freshman 1120 with Tutorials

  46. Longitudinal Upper division majors’ BEMA scores Yellow: students who had been 1120 LAs

  47. Gender gap

  48. Gender Gap (FMCE)(male score - female score)

  49. Gender Gap (FMCE)(male score - female score)

  50. Gender Gap (FMCE)(male score - female score)

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