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TRANSFER OF SCIENTIFIC ABILITIES: BUILDING THE HABITS OF MIND. Eugenia Etkina, Anna Karelina, Maria Ruibal-Villasenor, David Rosengrant, Rebecca Jordan, Cindy Hmelo-Silver and Alan Van Heuvelen. RUTGERS, THE STATE UNIVERISTY OF NEW JERSEY. AERA, NY, NY, 2008. etkina@rci.rutgers.edu.

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slide1

TRANSFER OF SCIENTIFIC ABILITIES: BUILDING THE HABITS OF MIND

Eugenia Etkina,

Anna Karelina, Maria Ruibal-Villasenor,

David Rosengrant, Rebecca Jordan,

Cindy Hmelo-Silver and Alan Van Heuvelen

RUTGERS, THE STATE UNIVERISTY OF NEW JERSEY

AERA, NY, NY, 2008

etkina@rci.rutgers.edu

research focus
Research Focus

What are the effects of student engagement in design on

Their activities in introductory physics labs

Their approaches toward experimental inquiry

Their development of scientific procedures, processes and methods

Their acquisition of science concepts

Their ability to construct generative knowledge and transfer it to new situations

curriculum investigative science learning environment etkina and van heuvelen 2001 2007

My observations

(data)

pattern

more

Multiple explanations, mechanisms or relations between physical quantities

different

Revision

check

no

prediction

Testing experiments:Does outcome match prediction based on explanation/relation?

+

Assumptions

yes

More + Applications

Curriculum: Investigative Science Learning EnvironmentEtkina and Van Heuvelen (2001; 2007)
slide4

Theoretical foundation for the ISLE curriculum

Preparation for Future Learning

Bransford & Schwartz (1999)

Schwartz &Martin (2004)

Cognitive Apprenticeship

Collins, Brown, & Newman (1989)

Formative Assessment

Black & Wiliam (1998)

slide5

Theoretical foundation for the ISLE curriculum

Preparation for Future Learning

Time for telling

Self-assessment Revisions of labs

Finding similar experiences in future work

Innovation

Design

Generating

hypotheses and evidence

Metacognitive reflection

Time for telling

Self-assessment Revisions of labs Finding similar experiences in future work

Innovation

Design

Generating

hypotheses and evidence

Metacognitive reflection

ISLE

Coaching

Rubrics

Instructor feedback

Historical readings

Cognitive Apprenticeship

Coaching

Rubrics

Instructor feedback

Historical readings

Formative Assessment

goal scientific abilities as habits of mind preparation for future learning
Goal: Scientific abilities as habits of mindpreparation for future learning
  • To represent physical processes in multiple ways
  • To design an experimental investigation
  • To collect and analyze data
  • To devise and test an explanation or a relation
  • To modify the explanation or the relation in light of new data
  • To evaluate experimental outcomes and conceptual claims
  • To communicate
making thinking visible breaking down the abilities cognitive apprenticeship
Making thinking visible - breaking down the abilitiescognitive apprenticeship
  • To be able to choose a productive mathematical procedure to solve the problem
  • To identify the assumptions made in using the procedure
  • To evaluate specifically the way in which the assumptions might affect the results
  • The ability to design an experiment
  • to solve a problem
scaffolding through self assessment rubrics formative assessment
Scaffolding through self assessment rubricsformative assessment

Missing

(0)

Not adequate

(1)

Adequate

(3)

LEVEL

ABILITY

Needs improvement (2)

No attempt to determine the effects of relevant assumptions.

To evaluate specifically the ways in which the assumptions might affect the result

An attempt is made but effects are described vaguely.

The effects of relevant assumptions are determined correctly but assumptions are not validated.

The effects

of relevant assumptions are determined and assumptions are validated.

transfer project

Experimental and control group in introductory ISLE-based physics course, 180 students

Same large group meetings and recitations

Control for student population and TAs

Experimental group

Control group

PER based labs non-design

Week 1-10

Design labs+Rubrics

Transfer project

Comparison

Designing a physics experiment in an unknown area of physics (fluid drag force)

Week 12

Designing a biology experiment (transpiration)

Week 13

Solving scientific-abilities related exam problems

Week

5, 11, 15

Solving lab and regular exam problems

lab experiments
Lab experiments

You need to determine the elastic potential energy stored in the HotWheels launcher in each position.

DESIGN

NON-DESIGN

Start by making a rough plan. Make sure that you usetwo methods.

Write an outlineof your procedure with a labeledsketch.

Identify the quantitiesyou will measure and how you will measure them.

Devise the mathematical procedure.Decide what your assumptions are and how they mightaffect the outcome.

Perform the experiment andrecordthe data…Estimate the rangewithin which you know the value of each energy.

Reflection question: In which case can you claim that your assumptions are valid?

Procedure:Measurethe mass of the car.Launch the car vertically starting at one of the launching positions.Measure the maximum heightthe car reaches to find the elastic energy in the launcher…

Repeatheight measurement four times.Take the averageof the four vertical distance measurements and calculate thestandard deviation.

Analysis:Construct a work-energy bar chartfor the process starting with the car resting on the stretched launcher and ending when the car is

at its maximum elevation.

Apply the generalized work-energy equation …

slide12

Design

Non-Design

Time spent on sense making

slide13

Design, Physics Lab

Non-Design, Physics Lab

Design, Bio Lab

Non-Design, Bio Lab

Time spent on different activities in transfer labs

Sense-making

Off-task

Writing

Procedure

Reading

TA’s help

slide14

missing and inadequate

needs some improvement and adequate

Development of scientific abilities

Design group

Beginning of the semester

End of the semester

uncertainty

evaluate uncertainty

assumptions

effect of assumptions

independent method

slide15

missing and inadequate

needs some improvement and adequate

Development and transfer:

ability to consider assumptions

Design group

Lab 3

Lab 4

Lab 5

Lab 7

Lab 8

Lab 9

Physics Transfer Lab

Bio Transfer Lab

slide16

Physics Lab

DESIGN GROUP

Bio Lab

Physics Lab

NON-DESIGN GROUP

Bio Lab

missing and inadequate

needs some improvement and adequate

Transfer Labs:Ability to consider assumptions

slide17

Physics Lab

DESIGN GROUP

Bio Lab

Physics Lab

NON-DESIGN GROUP

Bio Lab

missing and inadequate

needs some improvement and adequate

Transfer Labs: Ability to evaluate uncertainties

slide18

Physics Lab

DESIGN GROUP

Bio Lab

Physics Lab

NON-DESIGN GROUP

Bio Lab

missing and inadequate

needs some improvement and adequate

Transfer Lab: Ability to evaluate the result using an independent method

slide19

Physics Lab

DESIGN GROUP

Bio Lab

Physics Lab

NON-DESIGN GROUP

Bio Lab

missing and inadequate

needs some improvement and adequate

Transfer Labs: Ability to communicate ideas

summary of findings
Summary of findings

The effects of student engagement in design:

Spend significantly more time sense-making in the labs

Develop such scientific abilities as experimental design, data collection, analysis and communication

Transfer these scientific abilities to new content

Acquire normative physics concepts as well or better than those who do not engage in design

thank you
Thank you!

For a copy of the paper please e-mail me at

Etkina@rci.rutgers.edu