ScholarshipofTeachingandLearning

StrategiesforResearch&ScholarshipTuesdayJuly26th

KaatjeKra;withcontribu?onsfromKarenKortz,CarolOrmand,andCindyShellito

xkcd.com

•  Whatisthislearningalphabetsoup?•  Howdoesresearchonlearningcomparetotraditionalgeoscienceresearch?

•  Howdoesonegetstartedconductingresearchonlearning?

Attheend,youwillbrainstormasmallresearchprojectyoucanimplement

nextsemester.

Ques9onstoanswerforthissession:

WelcometotheAlphabetSoup…

ScholarlyPrac9ce

SOTL

DBER

WelcometotheAlphabetSoup…

ScholarlyPrac9ce

SOTL

DBERUsingResearch-Basedmethodsinyourteachingprac9ces

WelcometotheAlphabetSoup…

ScholarlyPrac9ce

SOTL

DBERScholarshipof

Teaching&Learning:Assessingyour

scholarlyprac9cesGSA/IntheTrenches

WelcometotheAlphabetSoup…

ScholarlyPrac9ce

SOTL

DBER

DisciplineBasedEduca9onResearch:Analyzingteaching

prac9cesatalargerscaleand/orforabroader

audience

GSA/JournalofGeoscienceEduca9on

Placeyourselfonacon9nuum

•  OnalinefromScholarlyprac99onertoDBER,putyourselfwhereyoucurrentlyseeyourself.

•  Nowmovetowhereyouwouldliketoseeyourself(orstays9llifyouarecontentwithyourcurrentloca9on).Talkwithyourneighbors:– WhatdoyouseeasthechallengesofgeTngtowhereyouwanttobe/whereyouare?

– Whatques9onsdoyouhave?

DBER:DisciplineBasedEduca9onalResearch

•  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

Theore9calvs.AppliedResearch

1.  Dostudentslearnconceptsbetteriftheyhaveillustrationsoranimations?

2.  Howdospatialvisualizationskillsaffectlearning?3.  Howdostudentsmovefromnovicestoexperts,

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

theclassroom?

Determineifthefollowingresearchques9onsare

Theore9calorApplied

•  Howisresearchonlearningsimilartoanddifferentfromtraditionalgeoscienceresearch?

Brainstormwithyourneighbor(s):

Similari9estoGeoscienceResearch:

•  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

GeTngStarted

•  Readthescienceeducationliterature(e.g.JournalofGeoscienceEducation)

•  Gotoresearchonlearningsessionsatconferences(e.g.GSA)

•  Readsuccessfuleducationalresearchproposals•  NationalAcademiesDBERReportand

accompanyingsupportdocuments:

GeTngStarted

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

1.  Documentyourexperienceswithnewteachingmethodsinaninformative,accessible,andentertainingway

2.  Shareyourthoughtsaboutteachingandinterestingideas–startatrend!

3.  ShareyougreatphotoswiththeNAGTcommunity(orhaveyourstudentssharetheirphotos)

StrategiesforAspiring“IntheTrenches”Authors

•  Spendafewminutescomingupwithasmallresearchprojectyoucanimplementnextsemester.– Whatquestiondoyouwanttoanswer?– Whatmethodswillyouusetoansweryourquestion?

– Howwillyoucollectdata?

QuickIdeas

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

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

•  SpatialThinking–  Describethesuiteofspatialskillsthatgeoscientistsuse– Measuretheextenttowhichthesespatialskillsarecognitivelyrelated(arestudentswhoaregoodatmentalrotationalsogoodatnavigation?)

– Measuretheefficacyofdifferentteachingmethodsfordevelopingspatialthinkingskills:whattrainingworks,when,forwhom?

–  Characterizehowexpertsdifferfromnovices•  Intheirproficiencyatspecificspatialthinkingtasks•  Inthetypesoferrorstheymake•  Intheirchoiceofspatialproblem-solvingmethods

ExampleFutureGeoscienceEduca9onResearch