scholarship of teaching and learning · 3. instruc9onal strategies to improve geoscience learning...
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ScholarshipofTeachingandLearning
StrategiesforResearch&ScholarshipTuesdayJuly26th
KaatjeKra;withcontribu?onsfromKarenKortz,CarolOrmand,andCindyShellito
xkcd.com
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• Whatisthislearningalphabetsoup?• Howdoesresearchonlearningcomparetotraditionalgeoscienceresearch?
• Howdoesonegetstartedconductingresearchonlearning?
Attheend,youwillbrainstormasmallresearchprojectyoucanimplement
nextsemester.
Ques9onstoanswerforthissession:
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WelcometotheAlphabetSoup…
ScholarlyPrac9ce
SOTL
DBER
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WelcometotheAlphabetSoup…
ScholarlyPrac9ce
SOTL
DBERUsingResearch-Basedmethodsinyourteachingprac9ces
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WelcometotheAlphabetSoup…
ScholarlyPrac9ce
SOTL
DBERScholarshipof
Teaching&Learning:Assessingyour
scholarlyprac9cesGSA/IntheTrenches
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WelcometotheAlphabetSoup…
ScholarlyPrac9ce
SOTL
DBER
DisciplineBasedEduca9onResearch:Analyzingteaching
prac9cesatalargerscaleand/orforabroader
audience
GSA/JournalofGeoscienceEduca9on
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Placeyourselfonacon9nuum
• OnalinefromScholarlyprac99onertoDBER,putyourselfwhereyoucurrentlyseeyourself.
• Nowmovetowhereyouwouldliketoseeyourself(orstays9llifyouarecontentwithyourcurrentloca9on).Talkwithyourneighbors:– WhatdoyouseeasthechallengesofgeTngtowhereyouwanttobe/whereyouare?
– Whatques9onsdoyouhave?
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DBER:DisciplineBasedEduca9onalResearch
• Understandhowpeoplelearntheconcepts,practices,andwaysofthinkingofgeoscience
• Understandthenatureanddevelopmentofexpertise
• Identifyandmeasurelearningobjectivesandinstructionalapproaches
• ContributetotheknowledgebasetotransferDBERfindingstoclassroompractice
• Identifyapproachestomakegeoscienceeducationbroadandinclusive
Singeretal.,(2012)DisciplineBasedEducationResearch,NationalAcademiesPress.
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• Theoretical(Research)– Thecognitiveprocessesunderpinningperception,understanding,learning
– Metacognition,affect(motivation,emotions,interest),place-basedlearning
– Programmaticanalysis
• Applied(CurriculumandInstruction)– Thelinksbetweenclassroomexperiencesandlearning– Applicationofresearchtodevelopingandimplementingneweducationaltoolsormaterialstoenhancelearning
Theore9calvs.AppliedResearch
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1. Dostudentslearnconceptsbetteriftheyhaveillustrationsoranimations?
2. Howdospatialvisualizationskillsaffectlearning?3. Howdostudentsmovefromnovicestoexperts,
frompre-collegetoprofessionalgeoscientists?4. Whatistheeffectivenessofprocess-of-sciencelabs?5. Howdoesstudentmotivationinfluencelearningin
theclassroom?
Determineifthefollowingresearchques9onsare
Theore9calorApplied
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• Howisresearchonlearningsimilartoanddifferentfromtraditionalgeoscienceresearch?
Brainstormwithyourneighbor(s):
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Similari9estoGeoscienceResearch:
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• Humansubjects!– IRB(InstitutionalReviewBoard)
• St.John,K.(2016)JGE64(2)99-100.– Somanypossibleconfoundingfactors….
• Yourclassroommaybeyourlaboratory• Howyoucollectdata– Instrumentsused
• Attitudeofotherfaculty/administrators
• Lessprofessionalsupport
DifferencesfromGeoscienceResearch:
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• Identifyaquestionthatintriguesyou– Whatdoyouwanttoknowaboutthelearningprocess?
– Whatdoyouwanttoknowaboutwhatworksinyourownclasses?
• Watchyourstudentsandwhere/why/whostruggles
• Mostfacultystartwithappliedresearch
GeTngStarted
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• Readthescienceeducationliterature(e.g.JournalofGeoscienceEducation)
• Gotoresearchonlearningsessionsatconferences(e.g.GSA)
• Readsuccessfuleducationalresearchproposals• NationalAcademiesDBERReportand
accompanyingsupportdocuments:
GeTngStarted
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1. Doyourhomework,andputyourworkinaliterature-basedcontext.
2. Provideawelldefinedpurposewithmethodsthatareappropriatelyexplainedandapplied.
3. Descriptionofthestudysettingandpopulation4. Evidenceofeffectivenessisessentialtoastrong
argument:conclusionsneedtobeevidencebasedwithvalidityandreliability
5. Donotjustreportresults;discusswhytheyaremeaningfulbothtoyourparticularsituationandmorebroadly.
6. HaveIRBapproval7. **Remember,youdon’thavetodothisalone:don’tbe
afraidtocollaborate**St.Johnetal.(2016)Un-packagingManuscriptPrepara9onandReviewGuidelinesfor
CurriculumandInstruc9onandResearchPapers.JGE:64(1):1-4.
StrategiesforAspiringJGEAuthors
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1. Documentyourexperienceswithnewteachingmethodsinaninformative,accessible,andentertainingway
2. Shareyourthoughtsaboutteachingandinterestingideas–startatrend!
3. ShareyougreatphotoswiththeNAGTcommunity(orhaveyourstudentssharetheirphotos)
StrategiesforAspiring“IntheTrenches”Authors
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• Spendafewminutescomingupwithasmallresearchprojectyoucanimplementnextsemester.– Whatquestiondoyouwanttoanswer?– Whatmethodswillyouusetoansweryourquestion?
– Howwillyoucollectdata?
QuickIdeas
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1. Students'conceptualunderstanding(DBERCh4)– Misconcep9onsandpreconcep9ons– Conceptinventories
2. Cogni9vedomainandproblemsolving(DBERCh5)– Quan9ta9vereasoning– Spa9alreasoning– Usingandunderstandingmodels,simula9ons,andvisualiza9onsofEarth
processes3. Instruc9onalstrategiestoimprovegeosciencelearning(DBERChap6)
– Design,use,andevalua9onofdifferentinstruc9onalstrategiesandtheireffec9venessinvariousseTngs(e.g.,largelecture,lab)
– Roleoftechnology(e.g.,hybridlearning,e-learning)4. Students'self-regulatedlearning/metacogni9on
– Basiclearningassessmentmethods:Minutepapers,knowledgesurveys,etc.– Developingstudents'studyskills
Geo-DBERFutureResearchNeeds
Source:hfp://nagt.org/nagt/profdev/workshops/geoed_research/ger_topics.html
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5. Affectandgeosciencestudents(DBERChap7)– ATtudesandmo9va9on– Values
6. Accessandsuccess– Recruitmentandreten9onofgeosciencestudents– Broadeningpar9cipa9on,diversityandinclusion
7. Natureofscience/natureofgeoscience(DBERChap7)– Teachingnatureofsciencethroughoutthecurriculum(e.g,introductory,
upper-level)– Usingresearchandresearch-likeexperiences
8. Elementary,middle,andsecondaryteachereduca9on– Pre-serviceteacherprepara9on– DevelopmentandassessmentofNGSScurriculum
9. Professionaldevelopmentofcollege/universityeducators– Prepara9onandcon9nuingprofessionaldevelopmentforgeosciencefaculty– Prepara9onandprofessionaldevelopmentofteachingassistants
Geo-DBERFutureResearchNeeds
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• SpatialThinking– Describethesuiteofspatialskillsthatgeoscientistsuse– Measuretheextenttowhichthesespatialskillsarecognitivelyrelated(arestudentswhoaregoodatmentalrotationalsogoodatnavigation?)
– Measuretheefficacyofdifferentteachingmethodsfordevelopingspatialthinkingskills:whattrainingworks,when,forwhom?
– Characterizehowexpertsdifferfromnovices• Intheirproficiencyatspecificspatialthinkingtasks• Inthetypesoferrorstheymake• Intheirchoiceofspatialproblem-solvingmethods
ExampleFutureGeoscienceEduca9onResearch