The efficacy of ASTR1010 lab mini-lectures

The efficacy of ASTR1010 lab mini-lectures

Erik LarsonApril 8, 2008

Erik LarsonApril 8, 2008

OutlineOutline

Motivation/BackgroundMethodsResultsDiscussionFuture work/

Recommendations

Motivation/BackgroundMethodsResultsDiscussionFuture work/

Recommendations

MotivationMotivation

Discovery learning vs. traditional lecture - Minds of Our Own

Are the lectures at the beginning of lab useful, i.e. do they increase the students understanding of the material discussed in lab?

Discovery learning vs. traditional lecture - Minds of Our Own

Are the lectures at the beginning of lab useful, i.e. do they increase the students understanding of the material discussed in lab?

Collisions LabCollisions Lab Students smash a brick

and collect the pieces. They plot the size distribution of the pieces and see that it follows a power law.

Then students count craters on the moon and see that the distribution follows the same power law.

Students smash a brick and collect the pieces. They plot the size distribution of the pieces and see that it follows a power law.

Then students count craters on the moon and see that the distribution follows the same power law.

The Mini-lectureThe Mini-lecture

Explain topics: log plots, power law distributions, and hypothesis testing.

Big picture: Craters on the moon and brick smashing distributions both follow same power law - related to asteroids.

Warn against common pitfalls.

Explain topics: log plots, power law distributions, and hypothesis testing.

Big picture: Craters on the moon and brick smashing distributions both follow same power law - related to asteroids.

Warn against common pitfalls.

MethodsMethods

Two TAs lectured to one lab and did not lecture to their other.

Handed out open ended survey questions.

Student grades were normalized against their semester average.

Students t-test was used to compare grades between lecture and no lecture.

Two TAs lectured to one lab and did not lecture to their other.

Handed out open ended survey questions.

Student grades were normalized against their semester average.

Students t-test was used to compare grades between lecture and no lecture.

Student responses to "Are mini-lectures helpful?"

Helpful74%

Somewhat helpful19%

Not Helpful7%

Mini-lectures do not improve grades

0.9

0.92

0.94

0.96

0.98

1

1.02

TA1 P=0.39 TA2 P=0.33

Class

Difference in grade from the course

mean

Lecture

No Lecture

Combined TAs

0.97

0.975

0.98

0.985

0.99

0.995

1

1.005

1.01

With Lecture Without Lecture

Grade change from mean

Students clearly believe that the mini-lectures are helpful. However, the results indicate that the mini-lectures at the beginning of lab do not increase student performance.

Why the disparity?

Students clearly believe that the mini-lectures are helpful. However, the results indicate that the mini-lectures at the beginning of lab do not increase student performance.

Why the disparity?

- Mini-lectures make the labs run smoother, but may not help

build intuition.- Lab grades may not be the best

measure of performance.- Lecturers may not have been

effective.-Labs may be too “cookbook”.- Answering and asking questions

during lab probably has the most effect on lab

grades and understanding.

- Mini-lectures make the labs run smoother, but may not help

build intuition.- Lab grades may not be the best

measure of performance.- Lecturers may not have been

effective.-Labs may be too “cookbook”.- Answering and asking questions

during lab probably has the most effect on lab

grades and understanding.

Future work and possible

recommendations

Future work and possible

recommendationsGet data on all of the labs.Also use more TAs to

wash out that effect.

If trends continue, spend less time talking and more time exploratory learning.

Get data on all of the labs.Also use more TAs to

wash out that effect.

If trends continue, spend less time talking and more time exploratory learning.