EDUC 6470 Final Project - Revision history

Shawn: /* Curriculum Reforms */ capitalization fix DIscussion

2010-05-15T00:19:44Z

Curriculum Reforms: capitalization fix DIscussion

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	#Teach a "socially responsive" science curriculum. See an example from the Alaska Science Consortium, where the science is important to the local society and its important functions: http://ankn.uaf.edu/publications/handbook/index.html		#Teach a "socially responsive" science curriculum. See an example from the Alaska Science Consortium, where the science is important to the local society and its important functions: http://ankn.uaf.edu/publications/handbook/index.html

	;~~DIscussion~~		;Discussion
	George DeBoer questions whether we can separate the impact of specifying content standards from the impact of accompanying standardized tests. (in Sunal, 2006, pp. 30-31)<bibref>Sunal:2006The-impact-of-sAA</bibref> Research to answer that question might look at whether any impact can be measured between the time standards are specified and tests are required. Here in New York State, there was an eight year delay between the publishing of new standards and a graduation requirement for science tests.		George DeBoer questions whether we can separate the impact of specifying content standards from the impact of accompanying standardized tests. (in Sunal, 2006, pp. 30-31)<bibref>Sunal:2006The-impact-of-sAA</bibref> Research to answer that question might look at whether any impact can be measured between the time standards are specified and tests are required. Here in New York State, there was an eight year delay between the publishing of new standards and a graduation requirement for science tests.

Shawn: removed Considerable Issues

2010-05-15T00:14:20Z

removed Considerable Issues

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	Another measure of progress, also related to equity, might be a measure of how females fare in early parts of the pipeline to a career in physics. It is important to question whether the content of the curriculum should have anything to do with this question. Two different feminist views might have differing answers, one acknowledging a feminine culture, the other seeking parity in an existing world as paramount.		Another measure of progress, also related to equity, might be a measure of how females fare in early parts of the pipeline to a career in physics. It is important to question whether the content of the curriculum should have anything to do with this question. Two different feminist views might have differing answers, one acknowledging a feminine culture, the other seeking parity in an existing world as paramount.

			There is a tension between getting more people to follow the traditional science curriculum, often touted as a path to equity and to prosperity, and changing the curriculum to address the needs of more modern people. This tension is made manifest in the efforts to open the most traditional curricula of physics and engineering to more females.

	Common measures of progress are international test scores, other more traditional instruments, participation rates in courses or majors, and success rates within those courses or majors. As we will see, teachers when making decisions about curriculum may base them on predicted success on state-mandated tests rather than the standards documents on which those tests are only loosely based. No Child Left Behind, in asking states to implement with a standard measure of performance, without funding new testing methods, has served to lessen the possibility that states will have time and resources to develop better measures of more realistic skills and understandings.		Common measures of progress are international test scores, other more traditional instruments, participation rates in courses or majors, and success rates within those courses or majors. As we will see, teachers when making decisions about curriculum may base them on predicted success on state-mandated tests rather than the standards documents on which those tests are only loosely based. No Child Left Behind, in asking states to implement with a standard measure of performance, without funding new testing methods, has served to lessen the possibility that states will have time and resources to develop better measures of more realistic skills and understandings.
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	;Inquiry:As we will explore in this paper, inquiry can be an approach to teaching, learning, and research in science, based on the nature of science, which allows for multiple methods, requires intellectual rigor, sees the building of understanding as a goal instead of the sanctity of a bit of knowledge, and requires practitioners to construct and test explanations while interacting with information about their world. Different disciplines in science have different, appropriate standards for what inquiry-learning looks like. When learning through inquiry, students will be limited by instrumentation, theory, and their own conceptual frameworks. But we will also look at students learning about inquiry.		;Inquiry:As we will explore in this paper, inquiry can be an approach to teaching, learning, and research in science, based on the nature of science, which allows for multiple methods, requires intellectual rigor, sees the building of understanding as a goal instead of the sanctity of a bit of knowledge, and requires practitioners to construct and test explanations while interacting with information about their world. Different disciplines in science have different, appropriate standards for what inquiry-learning looks like. When learning through inquiry, students will be limited by instrumentation, theory, and their own conceptual frameworks. But we will also look at students learning about inquiry.
	;Standards:Standards are documents and ideas that organizations and governments publish as guides or mandates for practitioners.		;Standards:Standards are documents and ideas that organizations and governments publish as guides or mandates for practitioners.

	~~====Considerable Issues====~~
	#There is a tension between getting more people to follow the traditional science curriculum, often touted as a path to equity and to prosperity, and changing the curriculum to address the needs of more modern people. This tension is made manifest in the efforts to open the most traditional curricula of physics and engineering to more females. [?]

	====Curriculum Reforms====		====Curriculum Reforms====

Shawn: furtak ref fix

2010-05-15T00:11:24Z

furtak ref fix

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	====Pedagogical Reforms====		====Pedagogical Reforms====
	Here are some of the many reforms in teaching and innovative approaches to the classroom, most which we studied in [[EDUC 6470\|Innovative Teaching in the Sciences]]. For each reform, I examine whether there are any special compatibilities or possibilities for each of the curriculum reforms mentioned.		Here are some of the many reforms in teaching and innovative approaches to the classroom, most which we studied in [[EDUC 6470\|Innovative Teaching in the Sciences]]. For each reform, I examine whether there are any special compatibilities or possibilities for each of the curriculum reforms mentioned.
	#Inquiry or guided inquiry. Erin Marie Furtak shows how different teachers wrestle with allowing students to ask their own questions and to seek their own answers. If students are not choosing their own variables, not deciding what to control, not bringing their own theory to the table, and not linking claims and counter-claims to data, then they are not using inquiry.<bibref>Furtak:2006The-Problem-witAA</bibref>		#Inquiry or guided inquiry. Erin Marie Furtak (2006) shows how different teachers wrestle with allowing students to ask their own questions and to seek their own answers. If students are not choosing their own variables, not deciding what to control, not bringing their own theory to the table, and not linking claims and counter-claims to data, then they are not using inquiry.<bibref>Furtak:2006The-Problem-witAA</bibref>
	##Inquiry should be very compatible with the goal of studying less topics more deeply, for two reasons. First, students will need time to practice inquiry to approach any topic; second, inquiry itself is an important topic, rarely taught. Consider this from Norman Lederman:<blockquote>Inquiry...can be viewed as a set of skills to be learned by students and combined in the performance of a scientific investigation. It can also be viewed as a cognitive outcome that students are to achieve...Current wisdom advocates that students best learn science through an inquiry-oriented teaching approach. It is believed that students will best learn scientific concepts by doing science. Int his sense, 'scientific inquiry' is viewed as a teaching approach used to communicate scientific knowledge to students (or allow students to construct their own knowledge) as opposed to an educational outcome that students are expected to learn about and learn how to do. Indeed, it is the pedagogical sense of inquiry that is unwittingly communicated to most teachers by science education reform documents, with the two former senses lost in the shuffle.<bibref>Lederman:1998The-State-of-ScAA</bibref></blockquote>		##Inquiry should be very compatible with the goal of studying less topics more deeply, for two reasons. First, students will need time to practice inquiry to approach any topic; second, inquiry itself is an important topic, rarely taught. Consider this from Norman Lederman:<blockquote>Inquiry...can be viewed as a set of skills to be learned by students and combined in the performance of a scientific investigation. It can also be viewed as a cognitive outcome that students are to achieve...Current wisdom advocates that students best learn science through an inquiry-oriented teaching approach. It is believed that students will best learn scientific concepts by doing science. Int his sense, 'scientific inquiry' is viewed as a teaching approach used to communicate scientific knowledge to students (or allow students to construct their own knowledge) as opposed to an educational outcome that students are expected to learn about and learn how to do. Indeed, it is the pedagogical sense of inquiry that is unwittingly communicated to most teachers by science education reform documents, with the two former senses lost in the shuffle.<bibref>Lederman:1998The-State-of-ScAA</bibref></blockquote>
	##For students to invest in an inquiry, it may be argued that social connections between the expected learning and the students must be made clearer. Thus, the introduction of more relevant topics may go hand in hand with learning about inquiry and through inquiry.		##For students to invest in an inquiry, it may be argued that social connections between the expected learning and the students must be made clearer. Thus, the introduction of more relevant topics may go hand in hand with learning about inquiry and through inquiry.

Shawn: /* Pedagogical Reforms */ remove Mazur

2010-05-15T00:09:22Z

Pedagogical Reforms: remove Mazur

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	#Hire Lecture Facilitators. See French and Russel (2001).<bibref>NSTA:2002Innovative-techAA</bibref>		#Hire Lecture Facilitators. See French and Russel (2001).<bibref>NSTA:2002Innovative-techAA</bibref>
	#Have students publish or create something.		#Have students publish or create something.
	#Use peer instruction exercises (~~(Consider Mazur;~~ see chapter 5 of Huston)).		#Use peer instruction exercises (see chapter 5 of Huston, 2009).
	#We should try sometimes teaching in teams.		#We should try sometimes teaching in teams.
	##My own experience in team-teaching has helped me learn to teach new subjects, and helped my colleagues in other subjects see how physicists approach problems.		##My own experience in team-teaching has helped me learn to teach new subjects, and helped my colleagues in other subjects see how physicists approach problems.

Shawn: /* General conclusions */

2010-05-15T00:05:59Z

General conclusions

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	====General conclusions====		====General conclusions====
	#Just as scientific theories are inseparably mixed from instrumentation and procedures, pedagogy that utilizes new equipment and new procedures will emphasize certain content beyond the traditional curriculum that depended on traditional equipment and procedures.		#Just as scientific theories are inseparably mixed from instrumentation and procedures, pedagogy that utilizes new equipment and new procedures will emphasize certain content beyond the traditional curriculum that depended on traditional equipment and procedures.
	#Inquiry is limited when teachers approach it as merely a pedagogical tool to help transmit a required set of content. Inquiry is a curriculum and a pedagogy, it is both the way students may learn and something for them to learn. Presently, inquiry is often used as a pedagogical method to teach known content that will certainly appear on a mandated test. Perhaps such tests will need to measure the inquiry-related skills of students more directly before inquiry itself will be seen as something that needs to be taught.		#Inquiry is limited when teachers approach it as merely a pedagogical tool to help transmit a required set of content. Inquiry is a curriculum and a pedagogy, it is both the way students may learn and something for them to learn. Presently, inquiry is often used as a pedagogical method to teach known content that will certainly appear on a mandated test. Perhaps such tests will need to measure the inquiry-related skills and understanding of students more directly before inquiry itself will be seen as something that needs to be taught.
			#Most pedagogical reforms, carefully applied, can help curriculum reform. However, we have a history of trying to apply most pedagogical reforms to the same old content.
			#Some pedagogical reforms are tied to the canon through their instruments. Those instruments should be examined, and the topical choices questioned.
			#We might follow Sheila Tobias' lead and begin to question students attitudes towards the curriculum, at first leaning away from questions about the pedagogy.
			#Pedagogical and curriculum reforms are ready for many venues, from large college courses to intimate school-rooms, from labs to computers.
			#Our openness to better ways of teaching might lead to an openness to better things to teach.

	====References====		====References====
	See [[EDUC_6470_Week_10\|Week 10]] notes on Donald French's 2006 paper.		See [[EDUC_6470_Week_10\|Week 10]] notes on Donald French's 2006 paper.
	<bibreferences />		<bibreferences />

Shawn: /* Pedagogical Reforms */

2010-05-14T23:55:29Z

Pedagogical Reforms

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	#We should use open inquiry labs.		#We should use open inquiry labs.
	##Donald French and Connie Russell (in Mintzes et al. 2006, pp. 203-211) developed open inquiry labs partly to help teach the nature of science and the process of inquiry.<bibref>Mintzes.etal:2006</bibref> Typical concerns about losing guaranteed exposure to specific concepts weighs against exposure to concepts about the nature of science and lab-work. If teaching more about the nature of science is seen as one of our curricular goals, rather than just a pedagogical goal, then those concerns lose weight.		##Donald French and Connie Russell (in Mintzes et al. 2006, pp. 203-211) developed open inquiry labs partly to help teach the nature of science and the process of inquiry.<bibref>Mintzes.etal:2006</bibref> Typical concerns about losing guaranteed exposure to specific concepts weighs against exposure to concepts about the nature of science and lab-work. If teaching more about the nature of science is seen as one of our curricular goals, rather than just a pedagogical goal, then those concerns lose weight.
	##To better teach the nature of science, we might show how our theories and instruments affect each other. For example, ~~that~~ clock-related instrumentation is closely related to the theory of relativity, see Peter Galison's Einstein's Clocks, Poincaré's maps (2003).<bibref>Galison:2003Einsteins-clockAA</bibref>		##To better teach the nature of science, we might show how our theories and instruments affect each other. For example, to read about how clock-related instrumentation is closely related to the theory of relativity, see Peter Galison's Einstein's Clocks, Poincaré's maps (2003).<bibref>Galison:2003Einsteins-clockAA</bibref>
	##French and Russell also report that their open inquiry labs removed a gender difference of participation that existed in traditional verification labs.		##French and Russell also report that their open inquiry labs removed a gender difference of participation that existed in traditional verification labs.

Shawn at 23:54, 14 May 2010

2010-05-14T23:54:23Z

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	##But, they will have negative effects on the study of new topics, since they will lag the cutting edge of curriculum. They will re-establish a canon at the expense of the diversity of learning any nation needs for its citizenry, its workforce.		##But, they will have negative effects on the study of new topics, since they will lag the cutting edge of curriculum. They will re-establish a canon at the expense of the diversity of learning any nation needs for its citizenry, its workforce.
	##Standardization, if declaring the cultural importance of specific concepts, values the universal over the diverse, and thus lacks social responsiveness. A more careful standardization might identify a plethora of achievements that would meet the same standard level. It is difficult, however to be specific enough about science and still allow this plethora. But a look at the diversity of successful PhD dissertations shows that a single level, Doctorate, can be applied to a universe of skills, knowledge, and accomplishments.		##Standardization, if declaring the cultural importance of specific concepts, values the universal over the diverse, and thus lacks social responsiveness. A more careful standardization might identify a plethora of achievements that would meet the same standard level. It is difficult, however to be specific enough about science and still allow this plethora. But a look at the diversity of successful PhD dissertations shows that a single level, Doctorate, can be applied to a universe of skills, knowledge, and accomplishments.
	#We measure students with concept inventories before and after instruction.		#We measure students with concept inventories before and after instruction. Also see Heady (2001) on learner gains instruments.<bibref>Heady:2002Gauging-StudentAA</bibref>
	##Such inventories may be part of an unintentional delay tactic to put off curriculum reform by doing better with the traditional curriculum. The most common such instrument in physics education research (PER) is the Force Concept Inventory. (Hestenes, 1992)<bibref>Hestenes:1992Force-Concept-IAA</bibref> An instrument that was specific to a local curriculum wouldn't be of much use to the PER community, just as a locally-knowledgeable textbook wouldn't be a universal best-seller. This is a tragedy, but mentioning it to researchers or textbook writers only puts them on the defensive.		##Such inventories may be part of an unintentional delay tactic to put off curriculum reform by doing better with the traditional curriculum. The most common such instrument in physics education research (PER) is the Force Concept Inventory. (Hestenes, 1992)<bibref>Hestenes:1992Force-Concept-IAA</bibref> An instrument that was specific to a local curriculum wouldn't be of much use to the PER community, just as a locally-knowledgeable textbook wouldn't be a universal best-seller. This is a tragedy, but mentioning it to researchers or textbook writers only puts them on the defensive.
	##We could imagine a universal system that helped to generate locally-specific concept-inventories, which would allow researchers in diverse places to compare testing methods, if not results.		##We could imagine a universal system that helped to generate locally-specific concept-inventories, which would allow researchers in diverse places to compare testing methods, if not results.
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	##Concept-mapping might help us draw connections across borders between the traditional subjects.		##Concept-mapping might help us draw connections across borders between the traditional subjects.
	##Concept maps may be compared to maps of standardized curriculum, making possible a new measure of progress towards learning standards.		##Concept maps may be compared to maps of standardized curriculum, making possible a new measure of progress towards learning standards.
	#~~Team-teaching~~		#We should teach the nature of science.
	##		##Is the point of a high school physics course to help students be able to predict when a ball will clear the back fence, or to help students be more intelligent about how physical science is developed? A statewide test appears to give a different answer than a statewide standards document. If we need to reduce the amount of required concepts in standards documents, in favor of allowing students to work on essential concepts so well that they learn them well, it will be difficult to defend teaching the nature of science against sacred cows of rote knowledge.
	~~#Teaching~~ the nature of science. Is the point of a high school physics course to help students be able to predict when a ball will clear the back fence, or to help students be more intelligent about physical science ~~in general~~? A statewide test appears to give a different answer than a statewide standards document. ~~Maybe start with the document [[File:BruceWilson2002InnovativeCurriculum.pdf]] as an innovation in curriculum? Bruce Wilson wrote that~~ we need to reduce the amount of required concepts in standards documents, in favor of allowing students to work on essential concepts so well that they learn them well~~. Leaving off issues of who gets~~ to ~~say what those essential concepts are, what innovative~~ teaching is ~~compatible~~ with ~~such a reform~~, ~~and what innovative teaching necessitates such reform?~~		##If science is itself, by nature, socially responsive, then we might spend more time with students exploring, not just telling them, this aspect. We might even ask the students to find more of their own links to the scientific endeavor.
	#Learning ~~Communities. See~~ Crawford, Krajcik, and Marx (1999).		#We should create learning communities. Learning communities are described in Crawford, Krajcik, and Marx (1999) as learners who collaborated and used a process of inquiry to "find solutions to authentic problems or questions." (abstract) <bibref>Crawford:1999Elements-of-a-CAA</bibref>
	~~#Using learner gains instruments. See Heady~~ (~~2001~~).<bibref>~~Heady~~:~~2002Gauging~~-~~StudentAA~~</bibref>		##Teaching inquiry goes part and parcel with learning communities. Sharing ideas and information is central to the work of practicing scientists. We might go so far as to make explicit such action, telling our students that when they share ideas and information, they are more like scientists.
	#Offering science for all instead of weed-out courses. ~~See~~ Tobias (1990).		##If teachers from multiple subjects begin their own research communities at their schools, they may act as models for students to break the barriers of subject-divisions.
	~~#Having~~ students ~~publish or create something. See Slater Prather and Zeilik (2006) page 49~~.<bibref>~~Mintzes.etal~~:~~2006~~</bibref>		#Offering science for all instead of weed-out courses. Sheila Tobias (1990) examined students who were excellent but removed themselves from scientific paths because of unfriendly introductory courses.<bibref>Tobias:1990Theyre-not-dumbAA</bibref>
	#~~Incorporating primary literature as~~ a ~~learning tool~~. ~~See Rybarczyk (2006).<bibref>Mintzes~~.~~etal:2006</bibref> Brian Rybarczyk writes that instruction with primary literature~~ can ~~promote skiils~~ of ~~"interpreting data, applying concepts~~, and ~~synthesizing information." (p. 159) In his entire article~~, ~~however~~, ~~Rybarczyk only lightly alludes~~ to ~~any possible connection between~~ the ~~use of primary literature and topical content~~.		##Currently at larger colleges we commonly have three tracks of physics classes: One for majors, where students are pushed hard but also cared for, one for other sciences and engineering, where students are pushed harder and cared for less, and one for non-scientists, where students are guided towards the more interesting and timely subjects in a less threatening way. In the class for other scientists and engineers, we find the most topics crowded together. Majors can put off some topics for later courses, and non-scientists supposedly have no need for a complete survey of topics, so courses for them are more amenable to a depth-not-breadth curriculum. Could a course for engineers and other scientists be deeper and less broad? I don't know, this is so far from the norm, and nobody to my knowledge is considering it, despite groans at how big the textbooks are getting.
	#~~Using~~ open inquiry labs. ~~See~~ Russell ~~and French~~ (2006).<bibref>Mintzes.etal:2006</bibref>		#We should use open inquiry labs.
	##~~Donald French and Connie Russell developed open inquiry labs partly to help~~ teach the nature of science and the ~~process~~ of ~~inquiry~~.		##Donald French and Connie Russell (in Mintzes et al. 2006, pp. 203-211) developed open inquiry labs partly to help teach the nature of science and the process of inquiry.<bibref>Mintzes.etal:2006</bibref> Typical concerns about losing guaranteed exposure to specific concepts weighs against exposure to concepts about the nature of science and lab-work. If teaching more about the nature of science is seen as one of our curricular goals, rather than just a pedagogical goal, then those concerns lose weight.
			##To better teach the nature of science, we might show how our theories and instruments affect each other. For example, that clock-related instrumentation is closely related to the theory of relativity, see Peter Galison's Einstein's Clocks, Poincaré's maps (2003).<bibref>Galison:2003Einsteins-clockAA</bibref>
	##French and Russell also report that their open inquiry labs removed a gender difference of participation that existed in traditional verification labs.		##French and Russell also report that their open inquiry labs removed a gender difference of participation that existed in traditional verification labs.

	;Some pedagogical reforms with no clear links to curriculum reforms, yet		;Some pedagogical reforms with no clear links to curriculum reforms, yet:
	#~~Hiring~~ Lecture Facilitators. See French and Russel (2001).<bibref>NSTA:2002Innovative-techAA</bibref>		#Hire Lecture Facilitators. See French and Russel (2001).<bibref>NSTA:2002Innovative-techAA</bibref>
	#~~Using~~ peer instruction exercises ((Consider Mazur; see chapter 5 of Huston)).		#Have students publish or create something.
			#Use peer instruction exercises ((Consider Mazur; see chapter 5 of Huston)).
			#We should try sometimes teaching in teams.
			##My own experience in team-teaching has helped me learn to teach new subjects, and helped my colleagues in other subjects see how physicists approach problems.

	====General conclusions====		====General conclusions====

Shawn: /* Pedagogical Reforms */ team teaching

2010-05-14T22:59:09Z

Pedagogical Reforms: team teaching

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	##Concept maps may be compared to maps of standardized curriculum, making possible a new measure of progress towards learning standards.		##Concept maps may be compared to maps of standardized curriculum, making possible a new measure of progress towards learning standards.
	#Team-teaching		#Team-teaching
			##
	#Teaching the nature of science. Is the point of a high school physics course to help students be able to predict when a ball will clear the back fence, or to help students be more intelligent about physical science in general? A statewide test appears to give a different answer than a statewide standards document. Maybe start with the document [[File:BruceWilson2002InnovativeCurriculum.pdf]] as an innovation in curriculum? Bruce Wilson wrote that we need to reduce the amount of required concepts in standards documents, in favor of allowing students to work on essential concepts so well that they learn them well. Leaving off issues of who gets to say what those essential concepts are, what innovative teaching is compatible with such a reform, and what innovative teaching necessitates such reform?		#Teaching the nature of science. Is the point of a high school physics course to help students be able to predict when a ball will clear the back fence, or to help students be more intelligent about physical science in general? A statewide test appears to give a different answer than a statewide standards document. Maybe start with the document [[File:BruceWilson2002InnovativeCurriculum.pdf]] as an innovation in curriculum? Bruce Wilson wrote that we need to reduce the amount of required concepts in standards documents, in favor of allowing students to work on essential concepts so well that they learn them well. Leaving off issues of who gets to say what those essential concepts are, what innovative teaching is compatible with such a reform, and what innovative teaching necessitates such reform?
	#Learning Communities. See Crawford, Krajcik, and Marx (1999).		#Learning Communities. See Crawford, Krajcik, and Marx (1999).

Shawn: /* Pedagogical Reforms */ down with concept inventories! concept maps

2010-05-14T22:47:06Z

Pedagogical Reforms: down with concept inventories! concept maps

← Older revision		Revision as of 15:47, 14 May 2010
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	##But, they will have negative effects on the study of new topics, since they will lag the cutting edge of curriculum. They will re-establish a canon at the expense of the diversity of learning any nation needs for its citizenry, its workforce.		##But, they will have negative effects on the study of new topics, since they will lag the cutting edge of curriculum. They will re-establish a canon at the expense of the diversity of learning any nation needs for its citizenry, its workforce.
	##Standardization, if declaring the cultural importance of specific concepts, values the universal over the diverse, and thus lacks social responsiveness. A more careful standardization might identify a plethora of achievements that would meet the same standard level. It is difficult, however to be specific enough about science and still allow this plethora. But a look at the diversity of successful PhD dissertations shows that a single level, Doctorate, can be applied to a universe of skills, knowledge, and accomplishments.		##Standardization, if declaring the cultural importance of specific concepts, values the universal over the diverse, and thus lacks social responsiveness. A more careful standardization might identify a plethora of achievements that would meet the same standard level. It is difficult, however to be specific enough about science and still allow this plethora. But a look at the diversity of successful PhD dissertations shows that a single level, Doctorate, can be applied to a universe of skills, knowledge, and accomplishments.
	#~~Measuring~~ with concept inventories		#We measure students with concept inventories before and after instruction.
			##Such inventories may be part of an unintentional delay tactic to put off curriculum reform by doing better with the traditional curriculum. The most common such instrument in physics education research (PER) is the Force Concept Inventory. (Hestenes, 1992)<bibref>Hestenes:1992Force-Concept-IAA</bibref> An instrument that was specific to a local curriculum wouldn't be of much use to the PER community, just as a locally-knowledgeable textbook wouldn't be a universal best-seller. This is a tragedy, but mentioning it to researchers or textbook writers only puts them on the defensive.
			##We could imagine a universal system that helped to generate locally-specific concept-inventories, which would allow researchers in diverse places to compare testing methods, if not results.
	##Concept inventory pre-tests and post-tests allow educators to measure gains in conceptual understanding, but may only help with the learning of concepts for which inventories are published. This may serve to measure how to learn some concepts more deeply, but will, like standardized tests, impede the movement towards new topics or student-chosen curriculum.		##Concept inventory pre-tests and post-tests allow educators to measure gains in conceptual understanding, but may only help with the learning of concepts for which inventories are published. This may serve to measure how to learn some concepts more deeply, but will, like standardized tests, impede the movement towards new topics or student-chosen curriculum.
	#~~Using peer instruction exercises ((Consider Mazur; see chapter 5 of Huston)).~~		#Students and teachers should generate mind maps and concept maps.
	~~#Generating~~ mind maps and concept maps. Such views of the constructed frameworks of knowledge and understanding among students may help us more quickly address the essential content, or reach the depth required in a depth-over-breadth curriculum.		##Such views of the constructed frameworks of knowledge and understanding among students may help us more quickly address the essential content, or reach the depth required in a depth-over-breadth curriculum.
			##Concept-mapping might help us draw connections across borders between the traditional subjects.
			##Concept maps may be compared to maps of standardized curriculum, making possible a new measure of progress towards learning standards.
	#Team-teaching		#Team-teaching
	#Teaching the nature of science. Is the point of a high school physics course to help students be able to predict when a ball will clear the back fence, or to help students be more intelligent about physical science in general? A statewide test appears to give a different answer than a statewide standards document. Maybe start with the document [[File:BruceWilson2002InnovativeCurriculum.pdf]] as an innovation in curriculum? Bruce Wilson wrote that we need to reduce the amount of required concepts in standards documents, in favor of allowing students to work on essential concepts so well that they learn them well. Leaving off issues of who gets to say what those essential concepts are, what innovative teaching is compatible with such a reform, and what innovative teaching necessitates such reform?		#Teaching the nature of science. Is the point of a high school physics course to help students be able to predict when a ball will clear the back fence, or to help students be more intelligent about physical science in general? A statewide test appears to give a different answer than a statewide standards document. Maybe start with the document [[File:BruceWilson2002InnovativeCurriculum.pdf]] as an innovation in curriculum? Bruce Wilson wrote that we need to reduce the amount of required concepts in standards documents, in favor of allowing students to work on essential concepts so well that they learn them well. Leaving off issues of who gets to say what those essential concepts are, what innovative teaching is compatible with such a reform, and what innovative teaching necessitates such reform?
	#Learning Communities. See Crawford, Krajcik, and Marx (1999).		#Learning Communities. See Crawford, Krajcik, and Marx (1999).
	~~#Hiring Lecture Facilitators. See French and Russel (2001).<bibref>NSTA:2002Innovative-techAA</bibref>~~
	#Using learner gains instruments. See Heady (2001).<bibref>Heady:2002Gauging-StudentAA</bibref>		#Using learner gains instruments. See Heady (2001).<bibref>Heady:2002Gauging-StudentAA</bibref>
	#Offering science for all instead of weed-out courses. See Tobias (1990).		#Offering science for all instead of weed-out courses. See Tobias (1990).
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	##Donald French and Connie Russell developed open inquiry labs partly to help teach the nature of science and the process of inquiry.		##Donald French and Connie Russell developed open inquiry labs partly to help teach the nature of science and the process of inquiry.
	##French and Russell also report that their open inquiry labs removed a gender difference of participation that existed in traditional verification labs.		##French and Russell also report that their open inquiry labs removed a gender difference of participation that existed in traditional verification labs.

			;Some pedagogical reforms with no clear links to curriculum reforms, yet
			#Hiring Lecture Facilitators. See French and Russel (2001).<bibref>NSTA:2002Innovative-techAA</bibref>
			#Using peer instruction exercises ((Consider Mazur; see chapter 5 of Huston)).

	====General conclusions====		====General conclusions====

Shawn: /* Pedagogical Reforms */ finishing standardized tests and hubris of physics teachers

2010-05-14T22:21:06Z

Pedagogical Reforms: finishing standardized tests and hubris of physics teachers

← Older revision		Revision as of 15:21, 14 May 2010
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	##Computer simulations and labs, since much of the activities is managed by software, which is easily transferred between schools, allow the rapid spread of an instructional unit. The dilemma is that this can serve both to allow the rapid dissemination of new curricula and to allow the rapid homogenization of some curricula. Miri Barak (2006) shows how using 3D models in chemistry courses and computer-aided information-accession allows students to be trained in modern research processes. (In Mintzes et al, 2006)<bibref>Mintzes.etal:2006</bibref>		##Computer simulations and labs, since much of the activities is managed by software, which is easily transferred between schools, allow the rapid spread of an instructional unit. The dilemma is that this can serve both to allow the rapid dissemination of new curricula and to allow the rapid homogenization of some curricula. Miri Barak (2006) shows how using 3D models in chemistry courses and computer-aided information-accession allows students to be trained in modern research processes. (In Mintzes et al, 2006)<bibref>Mintzes.etal:2006</bibref>
	##Computer-aided classwork might be made and distributed to help focus courses on essential topics, while providing the instructor with performance data to quickly address need-to-know concepts.		##Computer-aided classwork might be made and distributed to help focus courses on essential topics, while providing the instructor with performance data to quickly address need-to-know concepts.
	#~~Teaching~~ what ~~you~~ don't know. Discussed in a book ~~of the same name~~ by Therese Huston (2009), this is the situation where experts in their subject are teaching something new to themselves. <bibref>Huston:2009Teaching-what-yAA</bibref> Although this situation may merely be an expedient for schools that can't find a teacher for a new subject, I will consider it here as a reform, since it will be required when we want to teach new curricula.		#We can start teaching what we don't yet know. Discussed in a book "Teaching what you don't know" by Therese Huston (2009), this is the situation where experts in their subject are teaching something new to themselves. <bibref>Huston:2009Teaching-what-yAA</bibref> Although this situation may merely be an expedient for schools that can't find a teacher for a new subject, I will consider it here as a reform, since it will be required when we want to teach new curricula.
	##Teaching new-to-everyone topics seems quite compatible with the depth-before-breadth reform in curriculum. If a class is expected to explore a topic for longer than in a traditional survey course, everyone, including the teacher, is given the opportunity to explore how best to learn the topic.		##Teaching new-to-everyone topics seems quite compatible with the depth-before-breadth reform in curriculum. If a class is expected to explore a topic for longer than in a traditional survey course, everyone, including the teacher, is given the opportunity to explore how best to learn the topic.
	##One benefit of teaching new topics is described by John Bean, professor of English at Seattle University, quoted by Huston: "Each time I've taught a literature course I've wanted to have different readings. The teaching that I try to do is not simply the expert giving information to the novice; I'm teaching them how to make knowledge out of stuff that's confusing." (p. 12) Can we apply this idea to science education? It might be argued that the sequence of topics in physics is too strict to allow much change in topics, but I would like to explore the argument against such a restriction.		##One benefit of teaching new topics is described by John Bean, professor of English at Seattle University, quoted by Huston: "Each time I've taught a literature course I've wanted to have different readings. The teaching that I try to do is not simply the expert giving information to the novice; I'm teaching them how to make knowledge out of stuff that's confusing." (p. 12) Can we apply this idea to science education? It might be argued that the sequence of topics in physics is too strict to allow much change in topics, but I would like to explore the argument against such a restriction.
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	##The nature of science is itself a topic new to most teachers; although they've seen it in standards-documents and readings for their masters degrees, they haven't taught it explicitly.		##The nature of science is itself a topic new to most teachers; although they've seen it in standards-documents and readings for their masters degrees, they haven't taught it explicitly.
	##Teachers may be more willing to explore new topics when they are demonstrably more socially relevant.		##Teachers may be more willing to explore new topics when they are demonstrably more socially relevant.
	#~~Using~~ student-generated questions. If we allowed students to pose questions in the field of the course, they might generate novel areas of research or approaches to a question. Huston suggests that leading students in a course "that involves reading primary sources, evaluating their claims, and constructing new interpretations" would be a better springboard for a professor's research. (p. 34)		#We should use student-generated questions. If we allowed students to pose questions in the field of the course, they might generate novel areas of research or approaches to a question. Huston (2009) suggests that leading students in a course "that involves reading primary sources, evaluating their claims, and constructing new interpretations" would be a better springboard for a professor's research. (p. 34)
	#~~Measuring~~ with standardized tests.		##If we made explicit to our students our reasons for this effort to more open inquiry, they might learn more of the nature of inquiry and understand a new set of expectations of themselves as scientists.
			##Student-generated questions may force us to cross borders around traditional subjects, and they may lead to new topics, depending on boundaries we set in the classroom. Think of how proud of students we are when they say, albeit rarely, that they appreciate what they learned in a previous class because it is applicable in ours. Doesn't that mean that we should prepare students to make connections between our subject and their future subjects? Instead, we arrogantly think of the centricity of our subjects as implicit and unquestionable. I have repeatedly heard physics teachers declare that Newton's Laws are behind everything in the world, and that physics allows a small collection of laws to explain everything. Hubris indeed.
			#We should measure more often with standardized tests, using careful inter-rater reliability.
	##Standardized tests might help with getting courses to cover less content better, if the standards distill their conceptual array.		##Standardized tests might help with getting courses to cover less content better, if the standards distill their conceptual array.
	##But, they will have negative effects on the study of new topics, since they will lag the cutting edge of curriculum. They will re-establish a canon at the expense of the diversity of learning any nation needs for its citizenry, its workforce.		##But, they will have negative effects on the study of new topics, since they will lag the cutting edge of curriculum. They will re-establish a canon at the expense of the diversity of learning any nation needs for its citizenry, its workforce.
			##Standardization, if declaring the cultural importance of specific concepts, values the universal over the diverse, and thus lacks social responsiveness. A more careful standardization might identify a plethora of achievements that would meet the same standard level. It is difficult, however to be specific enough about science and still allow this plethora. But a look at the diversity of successful PhD dissertations shows that a single level, Doctorate, can be applied to a universe of skills, knowledge, and accomplishments.
	#Measuring with concept inventories		#Measuring with concept inventories
	##Concept inventory pre-tests and post-tests allow educators to measure gains in conceptual understanding, but may only help with the learning of concepts for which inventories are published. This may serve to measure how to learn some concepts more deeply, but will, like standardized tests, impede the movement towards new topics or student-chosen curriculum.		##Concept inventory pre-tests and post-tests allow educators to measure gains in conceptual understanding, but may only help with the learning of concepts for which inventories are published. This may serve to measure how to learn some concepts more deeply, but will, like standardized tests, impede the movement towards new topics or student-chosen curriculum.