Educa&onalResearchonTeaching:Integra&ngwithyourResearch&Teaching

Program

TuesdayJuly11thKaatjeKra1withcontribu8onsfromKarenKortz,Carol

Ormand,andCindyShellito

•  Whatisthislearningalphabetsoup?•  Howdoesresearchonlearningcomparetotraditionalgeoscienceresearch?

•  Howdoesonegetstartedconductingresearchonlearning?

Attheend,youwillbrainstormasmallresearchprojectyoucanimplement

nextsemester.

Ques&onstoanswerforthissession:

WelcometotheAlphabetSoup…

ScholarlyPrac&ce

SOTL

DBER

WelcometotheAlphabetSoup…

ScholarlyPrac&ce

SOTL

DBERUsingResearch-Basedmethodsinyourteachingprac&ces

WelcometotheAlphabetSoup…

ScholarlyPrac&ce

SOTL

DBERScholarshipof

Teaching&Learning:Assessingyour

scholarlyprac&cesGSA/IntheTrenches

WelcometotheAlphabetSoup…

ScholarlyPrac&ce

SOTL

DBER

DisciplineBasedEduca9onResearch:Analyzingteaching

prac&cesatalargerscaleand/orforabroader

audience

GSA/JournalofGeoscienceEduca&on

Kinesthe&ccon&nuum

•  OnalinefromScholarlyprac&&onertoDBER,putyourselfwhereyoucurrentlyseeyourprac&ce.

•  Nowmovetowhereyouwouldliketoseeyourself(orstays&llifyouarecontentwithyourcurrentloca&on).Talkwithyourneighbors:– WhatdoyouseeasthechallengesofgeUngtowhereyouwanttobe/whereyouare?

– Whatques&onsdoyouhave?

DBER:DisciplineBasedEduca&onalResearch

•  Understandhowpeoplelearntheconcepts,practices,andwaysofthinkingofgeoscience

•  Understandthenatureanddevelopmentofexpertise

•  Identifyandmeasurelearningobjectivesandinstructionalapproaches

•  ContributetotheknowledgebasetotransferDBERfindingstoclassroompractice

•  Identifyapproachestomakegeoscienceeducationbroadandinclusive

Singeretal.,(2012)DisciplineBasedEducationResearch,NationalAcademiesPress.

•  Theoretical(Research)–  Thecognitiveprocessesunderpinningperception,understanding,learning

– Metacognition,affect(motivation,emotions,interest),place-basedlearning

–  Programmaticanalysis

•  Applied(CurriculumandInstruction)–  Thelinksbetweenclassroomexperiencesandlearning–  Applicationofresearchtodevelopingandimplementingneweducationaltoolsormaterialstoenhancelearning

Theore&calvs.AppliedResearch

1.  Dostudentslearnconceptsbetteriftheyhaveillustrationsoranimations?

2.  Howdospatialvisualizationskillsaffectlearning?3.  Howdostudentsmovefromnovicestoexperts,

frompre-collegetoprofessionalgeoscientists?4.  Whatistheeffectivenessofprocess-of-sciencelabs?5.  Howdoesstudentmotivationinfluencelearningin

theclassroom?

Determineifthefollowingresearchques&onsare

Theore&calorApplied

•  Howisresearchonlearningsimilartoanddifferentfromtraditionalgeoscienceresearch?

Brainstormwithyourneighbor(s):

•  Answeringsignificantandinterestingquestions•  Testinghypotheses(oftenwithexperiments)•  Collectingdataviaobservations•  Interpretinglarge,incompletedatasets(sometimes

usingstatisticalanalyses)•  Inferringprocessandcausefromobservedbehaviors•  Collaboratingwithscientistsinotherfields•  Dataonlygoodifinstrumentiscalibrated/validand

reliable•  Qualitativevs.quantitative•  Theoreticalvs.applied

Similari&estoGeoscienceResearch:

•  Humansubjects!–  IRB(InstitutionalReviewBoard)

•  St.John,K.(2016)JGE64(2)99-100.– Somanypossibleconfoundingfactors….

•  Yourclassroommaybeyourlaboratory•  Howyoucollectdata–  Instrumentsused

•  Attitudeofotherfaculty/administrators

•  Lessprofessionalsupport

DifferencesfromGeoscienceResearch:

•  Identifyaquestionthatintriguesyou– Whatdoyouwanttoknowaboutthelearningprocess?

– Whatdoyouwanttoknowaboutwhatworksinyourownclasses?

•  Watchyourstudentsandwhere/why/whostruggles

•  Mostfacultystartwithappliedresearch

GeUngStarted

GeUngStarted

h_p://nagt.org/nagt/geoedresearch/toolbox/index.html

•  Readthescienceeducationliterature&otherkeymeta-studies

•  Gotoresearchonlearningsessionsatconferences(e.g.GSA)

•  Readsuccessfuleducationalresearchproposals

•  Spendafewminutescomingupwithasmallresearchprojectyoucanimplementnextsemester.– Whatquestiondoyouwanttoanswer?– Whatmethodswillyouusetoansweryourquestion?

– Howwillyoucollectdata?

QuickIdeas

•  SpatialThinking–  Describethesuiteofspatialskillsthatgeoscientistsuse– Measuretheextenttowhichthesespatialskillsarecognitivelyrelated(arestudentswhoaregoodatmentalrotationalsogoodatnavigation?)

– Measuretheefficacyofdifferentteachingmethodsfordevelopingspatialthinkingskills:whattrainingworks,when,forwhom?

–  Characterizehowexpertsdifferfromnovices•  Intheirproficiencyatspecificspatialthinkingtasks•  Inthetypesoferrorstheymake•  Intheirchoiceofspatialproblem-solvingmethods

ExampleFutureGeoscienceEduca&onResearch

OtherResources•  GERToolbox:

h_p://nagt.org/nagt/geoedresearch/toolbox/index.html•  Earth&MindBlog:

h_ps://serc.carleton.edu/earthandmind/index.html•  DisciplineBasedEduca&onResearchReport(2012):

h_ps://www.nap.edu/catalog/13362/discipline-based-educa&on-research-understanding-and-improving-learning-in-undergraduate

•  OutcomeofDBERReport(2015):h_ps://www.nap.edu/catalog/18687/reaching-students-what-research-says-about-effec&ve-instruc&on-in-undergraduate