Environmental Science Education

What do we want students to know and be able to

do?

What evidence will we accept?

Diane Ebert-MayDepartment of Plant Biology

Michigan State University

ebertmay@msu.eduhttp://first2.org

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The trouble with our times is that the future is not what it

used to be. -Paul Valery, The Art of Poetry

Question 1

Students learn science best by doing science.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Question 2

Science should be taught as it is practiced.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Question 3

How important is it to use multiple kinds of data to assess student learning?

Please respond on a scale if 0-100 in increments of 10:

Question 4

Please respond on a scale of 0 - 100 in increments of 10:

How often do you use data to make instructional

decisions?

Question 5

Large (+200) introductory science lectures are active learning environments.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Question 6

Curriculum development begins with determining student learning goals and designing assessments.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Question 1

Students learn science best by doing science.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Question 2

Science should be taught as it is practiced.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Learners doing science...

Question 3

How important is it to use multiple kinds of data to assess student learning?

Please respond on a scale if 0-100 in increments of 10:

How important is it to use multiple forms of data to assess student learning?

%

Relative Importance n=127

Question 4

Please respond on a scale of 0 - 100 in increments of 10:

How often do you use data to make instructional

decisions?

How often do you use data to make instructional decisions?

n=127Frequency

%

Question 5

Large (+200) introductory science/engr lectures are active learning environments.

Please respond on a scale of 1-5: 1=strongly agree; 2=agree; 3=neutral; 4= disagree;

5=strongly disagree

Pathways to Scientific Teaching

Monthly articles based on a paper in the issue

Question 7

True or False?

Assessing student learning in science parallels what scientists do as researchers.

1.Description:

-What is happening?

2.Cause:

-Does ‘x’ (teaching strategy) affect ‘y’ (understanding)?

3.Process or mechanism:

-Why or how does ‘x’ cause ‘y’?

Parallel: ask questions

We collect data to find out what our students know.

Data helps us understand student thinking about concepts and content.

We use data to guide decisions about course/curriculum/innovative instruction

Parallel: collect data

Quantitative data - statistical analysis

Qualitative data

break into manageable units and define coding categories

search for patterns, quantify

interpret and synthesize

Valid and repeatable measures

Parallel: analyze data

Ideas and results are peer reviewed - formally and/or informally.

Parallel: peer review

What is assessment?

Data collection with the purpose of answering questions about…

students’ understanding

students’ attitudes

students’ skills

instructional design and implementation

curricular reform (at multiple grainsizes)

Research Methods

Why do assessment?

Improve student learning and development.

Provides students and facultysubstantive feedback about student understanding.

Challenge to use disciplinary research strategies to assess learning.

Data collection

approaches

Assessment GradientAssessment Gradient

High

Ease of

Assessment

Low

Multiple Choice, T/F

Diagrams, Conceptmaps, Quantitative

response

Short answer

Essay, Researchpapers/ reports

Oral Interview

Low

Potential for

Assessment of

Learning

High

SystemModel

IRD Team at MSU

Janet Batzli - Plant Biology [U of Wisconsin]Doug Luckie - PhysiologyScott Harrison - Microbiology (grad student)Tammy Long - Plant BiologyRett Weber - Plant Biology (postdoc)Deb Linton - Plant Biology (postdoc)Heejun Lim - Chemistry EducationDuncan Sibley - GeologyLina Patino - Geology*National Science Foundation

Identify desired results

Determine acceptable evidence

Design learning experiences

and instruction

Private Universe

Students’ will demonstrate understanding of photosynthesis and cellular respiration.

Learning objective

(desired result)

Problem

Experimental setup:Weighed out 3 batches of radish seeds each weighing 1.5 g.

Experimental treatments:1. Seeds placed on moistened paper towels in LIGHT2. Seeds placed on moistened paper towels in DARK3. Seeds not moistened (left DRY) placed in light

After 1 week, all plant material was dried in an oven overnight (no water left) and plant biomass was measured in grams. Predict the biomass of the plant material in the various treatments. • Water, light• Water, dark

• No water, light

Problem (2)

Results: Mass of Radish Seeds/Seedlings

1.46 g 1.63 g 1.20 g

Write an explanation about the results.

Explain the results.Write individually on carbonless

paper.

L ev el o f A ch ie veme nt G ene ra l A pp roa ch C omp re hen si onE xem plary(5 p ts )

• A ddresses th equestio n .• S tat e s a re le van t,jus tifi ab le a n swe r.• P resen ts a rgum en ts ina logi ca l o rd er .• U ses a ccep tab le s ty leand g ram ma r (noe rr o rs ).

• D em on stra te s a n accu ra te a ndcom ple te un de rs ta nd in g o f theq uestio n .• Backs conc lusi ons w ith da taa nd w arrant s .• U ses 2 o r mo re id eas,e xam p le s and/or argum en ts th a tsuppo rt the an sw er.

A deq uate(3 p ts )

• D oes n ot a dd re ss thequestio n e xp lic it ly,a lthou gh d oes sotange ntia lly .• S tat e s a re le van t andjus tifi ab le a n swe r.• P resen ts a rgum en ts ina logi ca l o rd er .• U ses a ccep tab le s ty leand g ram ma r (onee rr o r) .

• D em on stra te s a ccura te bu t on lya dequa te un de rs tand in g ofq uestio n b ecaus e do es n ot backconcl usions w ith w a rran ts andd at a .• U ses o n ly o ne i dea to suppo rtthe an swe r.• Less th oroug h than above .

N eeds Im proveme nt(1 p t)

• D oes n ot a dd re ss thequestio n .• S tat e s no r el e van tansw e rs• in d ica tesm isconcep tion s.• Is n o t c le arly orlog ica lly o rg an iz ed.• Fa ils to use a ccep tabl es ty le an d g ramm ar (twoo r mo re erro rs ).

• D oes n ot d emo ns tra te a ccur a teu nderst an di ng o f the que st ion .• D oes n ot p ro v ide ev id ence tosuppo rt thei r a nsw er to th eq uestio n .

N o A ns w er (0 p ts)

Scoring Rubric for Quizzes and Homework

What are goals?

What assessment data best measures these goals?

What instructional designs to use?

How to analyze and interpret data?

Are findings valid and generalizable?

Curriculum revisions?

WHO?

What evidence will we accept?