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Transforming Tertiary Science Education

Date post: 18-Jan-2016
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Transforming Tertiary Science Education. Update on the joint project between the University of Canterbury & Massey University. Ben Kennedy, Zoe Jordens, Rosie Bradshaw, Erik Brogt , Ewen Cameron, Billy O’Steen. Goals for this talk. After this talk, participants will: - PowerPoint PPT Presentation
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Transforming Tertiary Science Education Ben Kennedy, Zoe Jordens, Rosie Bradshaw, Erik Brogt, Ewen Cameron, Billy O’Steen Update on the joint project between the University of Canterbury & Massey University
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Page 1: Transforming Tertiary Science Education

Transforming Tertiary Science Education

Ben Kennedy, Zoe Jordens, Rosie Bradshaw, Erik Brogt, Ewen Cameron, Billy O’Steen

Update on the joint project between the University of Canterbury

&Massey University

Page 2: Transforming Tertiary Science Education

Goals for this talk

After this talk, participants will:

• Know what the project is about• Explain what we are doing• Evaluate how it is going• Infer what will be done next• Debate and critique the project and its results

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Page 3: Transforming Tertiary Science Education

What is the project about?

• Adapt the Carl Wieman Science Education Initiative to the Kiwi context

• Rigorous, evidence-based approach to reform– Observations and measurement– Learning goals, concept test and formative

assessment development– Implementation of reforms and measurement of its

effectiveness

• Six courses: 2 biology at Massey, 4 geology at Canterbury

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Page 4: Transforming Tertiary Science Education

What are we doing

• Two iterations: baseline and intervention• Administer knowledge (concept) test pre-post• Administer attitude survey pre-post• Classroom observations to

– Infer learning goals– Monitor student engagement

• Develop interventions in consultation with CWSEI and course instructors

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Page 5: Transforming Tertiary Science Education

First results

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Page 6: Transforming Tertiary Science Education

What do you think?

Which instructor behaviour generates the most student engagement?

A.Use of humour in class

B.Linking lecture to learning goals

C.Use of examples

D.Voice modulation

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Page 7: Transforming Tertiary Science Education
Page 8: Transforming Tertiary Science Education

Attitude results: Geol 113

• Generally some shifts to more expert thinking, but strong novice thinking persists

• When I look at a landscape, I have an idea of how long it took to form– Pre: 34, 34, 31 Post: 47, 50, 3

• It is important for the government to approve new science ideas before they can be widely accepted by the population– Pre: 57, 23, 20 Post: 55, 26, 19

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Page 9: Transforming Tertiary Science Education

Shifts to expert-like thinking?

• Earth and Ocean Sciences have little relation to what I experience in the real world– Pre: 0, 28, 72 Post: 0, 3, 97

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Well… we did have the September earthquake during this period…

Page 10: Transforming Tertiary Science Education

Concept test -baseline

• Concept tests for two geology courses developed

• Geol 336 post test result 52%• About 25 % of students in Geol 336 said “I

haven’t started studying yet” when asked what might inhibit them on test

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Page 11: Transforming Tertiary Science Education

Interventions

• Clickers

• In class exercises

• Academic development for staff

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Page 12: Transforming Tertiary Science Education

A. 30% quartz, 30 % k feldsapar, 30% plagioclase, 5% olivine, 5 % pyroxene, ROCK rhyolite

B. 10 % quartz, 20% olivine, 10 % pyroxene, 50% plagioclase, 10% biotite. ROCK dacite

C. 5 % quartz, 15% amphibole, 5 % k feldsapar, 70% plagioclase, 5% biotite. ROCK Andesite

D. 20% amphibole, 10 % pyroxene, 50% plagioclase, 10% biotite, 10 % olivine ROCK Dacite

From the image and what you know about intermediate rocks estimate the mineral proportions and name the rock

Example: clicker question

Page 13: Transforming Tertiary Science Education

δ18O = -5δD = -32

δ18O = -4.6δD = -38

δ18O = -4.5

δD = -36

δ18O = -5.5

δD = -35δ18O = -6

δD = -37

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4

3

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8

9

13

14

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δ18O = -5.2δD = -35.5

δ18O = -5.5δD = -36

δ18O = -5.8δD = -37

δ18O = -5.5δD = -28

δ18O = -5.2δD = -30

A

B

C

δ18O = -5.2δD = -31

In class exercise, this map shows relative resistivity, 3 is low 13 is high, and characteristic isotopic and geochemical

spring characteristics.

Where would you drill for geothermal energy? Why? And What fluid

characteristics would you expect to find ?

Page 14: Transforming Tertiary Science Education

Academic development

• Interventions for Geology courses at Canterbury developed and implemented in consultation with teaching teams

• Revamping a course must have buy-in– Must be authentic for instructors– Must fit instructor’s teaching style– Partly academic, partly pastoral for students

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Academic development is done WITH, not TO instructors

Page 15: Transforming Tertiary Science Education

Random anecdotes

• Canterbury: Students borrowing clickers for their own presentations

• Massey: Students were observed turning off Facebook to do in class exercises

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Page 16: Transforming Tertiary Science Education

What’s next?

• Interventions for Geology courses for semester 2 are under development, in consultation with the teaching teams

• Massey already doing interventions in semester 1, 2011

• Several spin-off projects are starting up at Canterbury

• Development of ways to reliably interpret Canterbury data

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Page 17: Transforming Tertiary Science Education

Spin offs

• Hazard education research

• Potential to supply data to triangulate post-earthquakes student resiliency surveys

• Linking up with Physics Ed. In Auckland

• UBC researcher Alison Jolley joining team

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Page 18: Transforming Tertiary Science Education

Acknowledgements

• Our research assistants for doing an absolutely marvellous job

• Carl Wieman Science Education Initiative group at the University of British Columbia

• The audiovisual support units at Canterbury and Massey

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Page 19: Transforming Tertiary Science Education

Questions or comments?

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