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.