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Educa&onalResearchonTeaching:Integra&ngwithyourResearch&Teaching
Program
TuesdayJuly11thKaatjeKra1withcontribu8onsfromKarenKortz,Carol
Ormand,andCindyShellito
• Whatisthislearningalphabetsoup?• Howdoesresearchonlearningcomparetotraditionalgeoscienceresearch?
• Howdoesonegetstartedconductingresearchonlearning?
Attheend,youwillbrainstormasmallresearchprojectyoucanimplement
nextsemester.
Ques&onstoanswerforthissession:
WelcometotheAlphabetSoup…
ScholarlyPrac&ce
SOTL
DBERUsingResearch-Basedmethodsinyourteachingprac&ces
WelcometotheAlphabetSoup…
ScholarlyPrac&ce
SOTL
DBERScholarshipof
Teaching&Learning:Assessingyour
scholarlyprac&cesGSA/IntheTrenches
WelcometotheAlphabetSoup…
ScholarlyPrac&ce
SOTL
DBER
DisciplineBasedEduca9onResearch:Analyzingteaching
prac&cesatalargerscaleand/orforabroader
audience
GSA/JournalofGeoscienceEduca&on
Kinesthe&ccon&nuum
• OnalinefromScholarlyprac&&onertoDBER,putyourselfwhereyoucurrentlyseeyourprac&ce.
• Nowmovetowhereyouwouldliketoseeyourself(orstays&llifyouarecontentwithyourcurrentloca&on).Talkwithyourneighbors:– WhatdoyouseeasthechallengesofgeUngtowhereyouwanttobe/whereyouare?
– Whatques&onsdoyouhave?
DBER:DisciplineBasedEduca&onalResearch
• Understandhowpeoplelearntheconcepts,practices,andwaysofthinkingofgeoscience
• Understandthenatureanddevelopmentofexpertise
• Identifyandmeasurelearningobjectivesandinstructionalapproaches
• ContributetotheknowledgebasetotransferDBERfindingstoclassroompractice
• Identifyapproachestomakegeoscienceeducationbroadandinclusive
Singeretal.,(2012)DisciplineBasedEducationResearch,NationalAcademiesPress.
• Theoretical(Research)– Thecognitiveprocessesunderpinningperception,understanding,learning
– Metacognition,affect(motivation,emotions,interest),place-basedlearning
– Programmaticanalysis
• Applied(CurriculumandInstruction)– Thelinksbetweenclassroomexperiencesandlearning– Applicationofresearchtodevelopingandimplementingneweducationaltoolsormaterialstoenhancelearning
Theore&calvs.AppliedResearch
1. Dostudentslearnconceptsbetteriftheyhaveillustrationsoranimations?
2. Howdospatialvisualizationskillsaffectlearning?3. Howdostudentsmovefromnovicestoexperts,
frompre-collegetoprofessionalgeoscientists?4. Whatistheeffectivenessofprocess-of-sciencelabs?5. Howdoesstudentmotivationinfluencelearningin
theclassroom?
Determineifthefollowingresearchques&onsare
Theore&calorApplied
• Howisresearchonlearningsimilartoanddifferentfromtraditionalgeoscienceresearch?
Brainstormwithyourneighbor(s):
• Answeringsignificantandinterestingquestions• Testinghypotheses(oftenwithexperiments)• Collectingdataviaobservations• Interpretinglarge,incompletedatasets(sometimes
usingstatisticalanalyses)• Inferringprocessandcausefromobservedbehaviors• Collaboratingwithscientistsinotherfields• Dataonlygoodifinstrumentiscalibrated/validand
reliable• Qualitativevs.quantitative• Theoreticalvs.applied
Similari&estoGeoscienceResearch:
• Humansubjects!– IRB(InstitutionalReviewBoard)
• St.John,K.(2016)JGE64(2)99-100.– Somanypossibleconfoundingfactors….
• Yourclassroommaybeyourlaboratory• Howyoucollectdata– Instrumentsused
• Attitudeofotherfaculty/administrators
• Lessprofessionalsupport
DifferencesfromGeoscienceResearch:
• Identifyaquestionthatintriguesyou– Whatdoyouwanttoknowaboutthelearningprocess?
– Whatdoyouwanttoknowaboutwhatworksinyourownclasses?
• Watchyourstudentsandwhere/why/whostruggles
• Mostfacultystartwithappliedresearch
GeUngStarted
GeUngStarted
h_p://nagt.org/nagt/geoedresearch/toolbox/index.html
• Readthescienceeducationliterature&otherkeymeta-studies
• Gotoresearchonlearningsessionsatconferences(e.g.GSA)
• Readsuccessfuleducationalresearchproposals
• Spendafewminutescomingupwithasmallresearchprojectyoucanimplementnextsemester.– Whatquestiondoyouwanttoanswer?– Whatmethodswillyouusetoansweryourquestion?
– Howwillyoucollectdata?
QuickIdeas
• SpatialThinking– Describethesuiteofspatialskillsthatgeoscientistsuse– Measuretheextenttowhichthesespatialskillsarecognitivelyrelated(arestudentswhoaregoodatmentalrotationalsogoodatnavigation?)
– Measuretheefficacyofdifferentteachingmethodsfordevelopingspatialthinkingskills:whattrainingworks,when,forwhom?
– Characterizehowexpertsdifferfromnovices• Intheirproficiencyatspecificspatialthinkingtasks• Inthetypesoferrorstheymake• Intheirchoiceofspatialproblem-solvingmethods
ExampleFutureGeoscienceEduca&onResearch
OtherResources• GERToolbox:
h_p://nagt.org/nagt/geoedresearch/toolbox/index.html• Earth&MindBlog:
h_ps://serc.carleton.edu/earthandmind/index.html• DisciplineBasedEduca&onResearchReport(2012):
h_ps://www.nap.edu/catalog/13362/discipline-based-educa&on-research-understanding-and-improving-learning-in-undergraduate
• OutcomeofDBERReport(2015):h_ps://www.nap.edu/catalog/18687/reaching-students-what-research-says-about-effec&ve-instruc&on-in-undergraduate