This document discusses the National Experiment in Undergraduate Science Education (Project NEXUS), which aims to create new physics courses tailored for biology and pre-health students. It outlines the development of PHYS 131-132 at the University of Maryland, which was designed as a second year course for biology majors and pre-med students. The project faces barriers from differing views between biologists and physicists on curriculum design. Overcoming these barriers requires understanding how students think and build knowledge across disciplines. Interviews with students in integrated science courses reveal how disciplinary expectations can frame how they interpret course activities.
The document discusses the challenges of teaching physics to biology students and the NEXUS project's efforts to address these challenges. The NEXUS project aims to (1) create prototype physics materials tailored for biologists, (2) coordinate instruction across disciplines, and (3) teach scientific skills. Significant cultural differences between biology and physics initially posed barriers, but discussions helped the teams understand disciplinary perspectives and identify authentically valuable physics content for biologists. The project revised course content and framing to better suit biological ways of thinking.
The University of Notre Dame College of Science welcomed two new faculty members in fall 2013:
1) Luqun Shen joined the Department of Biological Sciences as an assistant professor. His research focuses on understanding how cells sense and respond to environmental stresses using budding yeast as a model organism.
2) John Kwon joined the Department of Chemistry and Biochemistry as an assistant professor. His research group uses mass spectrometry-based proteomics to study post-translational modifications and their roles in human disease.
This document summarizes research on improving physics education. It discusses:
1) Physics education research helps understand student learning in physics classrooms to create more effective instruction. Most students only take one physics course, so instruction must focus on conceptual understanding rather than mathematical manipulation alone.
2) Research tools like interviews and concept inventories reveal common student misconceptions that instructors are often unaware of. Traditional instruction has not effectively addressed these issues for many students.
3) Research-based curricula combine an understanding of student difficulties with educational structures that actively engage students in social learning environments. This leads to improved student conceptual understanding compared to traditional instruction.
Undergraduate students have varying understandings of aspects of the nature of science (NOS). A study surveyed 52 undergraduate students in a biology course to examine their perceptions of NOS. The study found that:
1) Students generally understood the tentative, empirical, and creative aspects of NOS. However, their understanding of the social and cultural embeddedness of science was poorer.
2) Science majors displayed a slightly better understanding of most aspects of NOS than non-science majors or undecided students.
3) Overall, teaching of NOS aspects could be improved, especially the social and cultural dimensions, to help students develop a richer understanding of the nature of science.
Question-asking on Unfamiliar Chemical Phenomena: Differences between Student...Kelly Johanna Duque
1. Published research has identified key ways to make chemistry education successful, including appreciating the limiting effects of working memory capacity and restructuring curriculum materials to minimize cognitive overload.
2. Studies show restructuring materials alone can significantly improve student performance and attitudes by reducing difficulties from overloaded working memory.
3. Positive attitudes towards chemistry are best encouraged through high-quality curriculum and teaching that make chemistry's importance and career applications clear to students.
This orientation document provides new students with an overview of resources available at UT Dallas to help them succeed during their freshman year. It outlines academic support services, student activities and leadership opportunities, and administrative offices. The document is intended to introduce students to people and departments that can help them achieve their potential and make the most of their university experience.
The document outlines a first grade science curriculum that is aligned with national standards. It focuses on developing students' skills in asking questions, making observations, and conducting simple investigations about patterns in nature. The curriculum covers earth science topics like weather and seasons, physical science topics like sound and magnets, and life science topics like the basic needs of plants and animals. It emphasizes hands-on, inquiry-based learning and using tools to explore scientific concepts.
This document summarizes a research article that examines the relationship between students' understanding of the nature of models and conceptual learning in biology, physics, and chemistry. The study involved 736 high school students who completed a survey measuring their understanding of models and engaged with technology-based curriculum units in the three science domains. The results showed differences in students' initial understanding of models across domains. Higher post-test scores were associated with engaging in more curriculum activities, but only in chemistry. Relationships also varied across domains between initial model understanding subscales and post-test content knowledge. The implications discussed relate to promoting students' understanding of the nature of models.
The document discusses the challenges of teaching physics to biology students and the NEXUS project's efforts to address these challenges. The NEXUS project aims to (1) create prototype physics materials tailored for biologists, (2) coordinate instruction across disciplines, and (3) teach scientific skills. Significant cultural differences between biology and physics initially posed barriers, but discussions helped the teams understand disciplinary perspectives and identify authentically valuable physics content for biologists. The project revised course content and framing to better suit biological ways of thinking.
The University of Notre Dame College of Science welcomed two new faculty members in fall 2013:
1) Luqun Shen joined the Department of Biological Sciences as an assistant professor. His research focuses on understanding how cells sense and respond to environmental stresses using budding yeast as a model organism.
2) John Kwon joined the Department of Chemistry and Biochemistry as an assistant professor. His research group uses mass spectrometry-based proteomics to study post-translational modifications and their roles in human disease.
This document summarizes research on improving physics education. It discusses:
1) Physics education research helps understand student learning in physics classrooms to create more effective instruction. Most students only take one physics course, so instruction must focus on conceptual understanding rather than mathematical manipulation alone.
2) Research tools like interviews and concept inventories reveal common student misconceptions that instructors are often unaware of. Traditional instruction has not effectively addressed these issues for many students.
3) Research-based curricula combine an understanding of student difficulties with educational structures that actively engage students in social learning environments. This leads to improved student conceptual understanding compared to traditional instruction.
Undergraduate students have varying understandings of aspects of the nature of science (NOS). A study surveyed 52 undergraduate students in a biology course to examine their perceptions of NOS. The study found that:
1) Students generally understood the tentative, empirical, and creative aspects of NOS. However, their understanding of the social and cultural embeddedness of science was poorer.
2) Science majors displayed a slightly better understanding of most aspects of NOS than non-science majors or undecided students.
3) Overall, teaching of NOS aspects could be improved, especially the social and cultural dimensions, to help students develop a richer understanding of the nature of science.
Question-asking on Unfamiliar Chemical Phenomena: Differences between Student...Kelly Johanna Duque
1. Published research has identified key ways to make chemistry education successful, including appreciating the limiting effects of working memory capacity and restructuring curriculum materials to minimize cognitive overload.
2. Studies show restructuring materials alone can significantly improve student performance and attitudes by reducing difficulties from overloaded working memory.
3. Positive attitudes towards chemistry are best encouraged through high-quality curriculum and teaching that make chemistry's importance and career applications clear to students.
This orientation document provides new students with an overview of resources available at UT Dallas to help them succeed during their freshman year. It outlines academic support services, student activities and leadership opportunities, and administrative offices. The document is intended to introduce students to people and departments that can help them achieve their potential and make the most of their university experience.
The document outlines a first grade science curriculum that is aligned with national standards. It focuses on developing students' skills in asking questions, making observations, and conducting simple investigations about patterns in nature. The curriculum covers earth science topics like weather and seasons, physical science topics like sound and magnets, and life science topics like the basic needs of plants and animals. It emphasizes hands-on, inquiry-based learning and using tools to explore scientific concepts.
This document summarizes a research article that examines the relationship between students' understanding of the nature of models and conceptual learning in biology, physics, and chemistry. The study involved 736 high school students who completed a survey measuring their understanding of models and engaged with technology-based curriculum units in the three science domains. The results showed differences in students' initial understanding of models across domains. Higher post-test scores were associated with engaging in more curriculum activities, but only in chemistry. Relationships also varied across domains between initial model understanding subscales and post-test content knowledge. The implications discussed relate to promoting students' understanding of the nature of models.
This document provides the syllabus for an NYU course on international environmental governance. The course examines major international environmental issues like climate change and biodiversity loss, and explores the role of education and NGOs in addressing these issues. Over the semester, students will read key environmental agreements and documents, discuss challenges to effective conservation, and explore concepts like the precautionary principle. Requirements include regular attendance, class participation, a midterm exam, and a 15-20 page research paper. The final grade will be based on participation, exam performance, and paper quality.
The document discusses three proposals for revising the 9th and 10th grade science curriculum. The first proposal recommends that all students take the IGCSE Coordinated Sciences course in both grades. The second proposal offers two paths, with one being the IGCSE Coordinated Sciences course and the other a mix of physical science and biology courses. The third proposal maintains the current course offerings where students can choose between the IGCSE course or individual physics, chemistry and biology courses. Each proposal lists advantages and disadvantages for consideration in selecting the new curriculum approach.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
The Presentation is prepared for helping the students and teachers appearing for Teacher Eligibility Test and Central Teacher Eligibility Test.(TET & CTET). The presentation covers all the Science related concepts, formulae, Principles, Laws from 1st to 8th Standard. At a glance Science Content. My 2 F.Y. B.Ed. students, Ms. Gauri Rahane and Ms. Kalyani Patil, contributed for slide preparation.
This document provides information about the anatomy course for the MD Program at the National Defence University of Malaysia for the 2014/15 session, including:
- Contact details for the course coordinator and lecturers.
- An overview of the course content, which will cover gross anatomy, histology, embryology and neuroanatomy through lectures, demonstrations and small group sessions.
- Assessment details, which include formative continuous assessments and summative exams.
- A weekly timetable and breakdown of teaching hours for different topics.
- Reference materials and reading lists for the course.
Georgia Third Grade Performance Standards in Science. From the Georgia Department of Education website: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ScienceStandardsK-5.aspx
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
This document summarizes a paper on improving chemical education through strengthening the link between research and practice. It discusses two key points:
1. Existing chemical education research has been too narrow in scope and has had little impact on changing teaching practice. More research is needed in areas like curriculum development and technology-enhanced learning.
2. Professional development for chemistry teachers needs to incorporate current research findings to improve instruction. Simply conducting research is not enough - the findings must be implemented in classroom practice.
This document discusses using Bloom's taxonomy to improve biology education. It finds that effective biology instruction should:
1) Address students' preconceptions
2) Build both a deep foundation of factual knowledge and a strong conceptual framework
3) Enhance students' metacognition or ability to monitor their own learning.
It describes how developing a "Blooming Biology tool" to categorize exam questions by their level in Bloom's taxonomy can help align teaching and assessment, improve student learning, and provide feedback to students on their performance at different cognitive levels.
The document summarizes new collaborations formed by the University of Notre Dame College of Science. It discusses partnerships with MD Anderson Cancer Center and Loyola University to provide research opportunities for Notre Dame students in cancer research. It also describes the formation of new relationships in Silicon Valley as part of Notre Dame's California Initiative to provide career and research opportunities for students and identify partners to help commercialize Notre Dame's research.
This thesis document describes Craig Onodera's master's research on using structural DNA origami to engineer self-assembled nanostructures for nanodevice fabrication. The document includes an acknowledgements section, abstract, table of contents, and 6 chapters. Chapter 1 provides an introduction. Subsequent chapters describe DNA origami and its design principles, dimerization of DNA origami nanotubes, functionalization with quantum dots and gold nanoparticles, purpose-built DNA origami nanostructures for chiral nanoparticle arrays, and conclusions. Figures and tables are included to illustrate DNA structures, origami designs, and results.
Exploring Secondary School Biology Teachers’ Conceptions of ExplanationsPremier Publishers
The present study explored how in-service secondary education biology teachers understand the nature of biological explanations and used a research instrument that focused on how they understand the unique explanatory features of both neo-Darwinian Biology and Newtonian physics. Newtonian physics was used as a reference point because throughout most of the twentieth century, scholars, scientists and teachers have shared the positivist idea that Newtonian physics should be acknowledged as the model for knowing and the standard for all of the other sciences. Fourteen (14) in-service secondary school biology teachers from Greece (6 males, 8 females) completed a questionnaire and were interviewed. The results show that biology teachers were unable to unravel the distinction between nomothetic and non-nomothetic natural sciences when considering the explanatory features of biology and physics. They shared a notion of time that is inconsistent with how history affects the nature of biology and they faced difficulties in understanding the historical nature of biological systems. Moreover, they were inclined to teleological explanations and encountered difficulties in stating mechanisms.
Interdisciplinary energy: Can toy models from physics help students make sens...Joe Redish
The document discusses several studies related to student understanding of concepts in physics and chemistry. It notes that 47% of students recognized that both bonds break and form in chemical reactions, and that 90% connected this to potential energy diagrams. However, only 47% understood that the energy released from forming new bonds outweighs that required to break existing bonds. It also examines how physicists and biologists approach problems differently in terms of context and scale.
The slope of the potential energy curve at point C is positive, which means the derivative (force) is negative. A negative force means the force is attractive.
The Maryland PERG: Two decades of learning how students learnJoe Redish
Over the past twenty years, the University of Maryland's Physics Education Research Group (UMd-PERG) has carried out educational research and development using a variety of NSF funding opportunities, building from basic research in cognitive modeling, to instructional materials development, to basic research on professional development. The group has drawn on opportunities in teacher training, K-12 teaching and learning, and university level research and development. In this talk I recap some of the key lessons we have learned and how it all fits together.
Why having a theory of learning changes what I do in class on MondayJoe Redish
The document discusses how having a theory of learning changes what an instructor does in their physics class. It explains that considering theories of neuroscience, cognitive science, and behavioral science leads the instructor to focus on building student intuition, using peer instruction differently, assigning less homework with more writing, and designing quizzes and exams to support developing appropriate epistemological views of physics.
Framing, Epistemology, and all that Jazz: Why it MattersJoe Redish
This document discusses three psychology experiments and their implications. Experiment 1 on "one-step thinking" showed that people tend to choose answers quickly without careful reasoning. Experiment 2 on "selective attention" demonstrated how expectations influence what people notice. Experiment 3 on "expectations" found that preconceived notions can prevent people from objectively evaluating a situation. The key lessons are that framing influences cognition and epistemological assumptions affect how problems are approached.
Barriers students face in learning to use math in scienceJoe Redish
Okay, so you're saying that because this equation was given to you, it must represent a scientific law or fact that is universally true?
Jim: Yes, exactly. So if the equation says pressure increases with depth, then it has to be true regardless of my prior intuition. The equation overrides my intuition because it represents a scientific law that has been established through experimentation and evidence. My intuition on its own is not as reliable. Does this make sense?
A description of the analytical tools developed in Physics Education Research for understanding students use of and difficulties with mathematics as used in science.
This document provides the syllabus for an NYU course on international environmental governance. The course examines major international environmental issues like climate change and biodiversity loss, and explores the role of education and NGOs in addressing these issues. Over the semester, students will read key environmental agreements and documents, discuss challenges to effective conservation, and explore concepts like the precautionary principle. Requirements include regular attendance, class participation, a midterm exam, and a 15-20 page research paper. The final grade will be based on participation, exam performance, and paper quality.
The document discusses three proposals for revising the 9th and 10th grade science curriculum. The first proposal recommends that all students take the IGCSE Coordinated Sciences course in both grades. The second proposal offers two paths, with one being the IGCSE Coordinated Sciences course and the other a mix of physical science and biology courses. The third proposal maintains the current course offerings where students can choose between the IGCSE course or individual physics, chemistry and biology courses. Each proposal lists advantages and disadvantages for consideration in selecting the new curriculum approach.
The Effectiveness of Project – Based Learning (Egg Drop Project) Towards Stud...inventionjournals
The purpose of this research was to seek the effectiveness of Project – Based Learning (PBL) (i.e., egg drop project) towards students’ real world connection in learning physics. This research was conducted in Tuaran (Urban) and Kota Marudu (Rural) in Malaysia. A total of thirty- eight(38) form four students (i.e., 17 male and 21 female students) were used in the study. Data used in the study were collected using the Colorado Learning Attitude about Science Survey (CLASS) – real world connection Category. Respondents were required to response to the survey instrument based on a five point Likert scale before (presurvey) and after (post-survey) in the implementation of PBL. Data collected were analysed using Statistical Package for Social Science Version 20.0 for windows (SPSS) to compare the students’ pre-survey and postsurvey responses. Wilcoxon signed ranks test results showed that real world connection of overall students for both schools in total, gender (i.e., male and female) andlocation(i.e., urban and rural) have positive significant difference in median values.In addition the second analysis which is the paired samples-t-test results showed that overall students for both schools in total, gender (i.e., male and female)and location (i.e., urban and rural) have positive significant difference in mean values as well. Therefore study revealed that through PBL-egg drop project, students could relate physics concepts; momentum, impulse and impulsive force into real life situations, engaged students’ real world connection in learning physics and changed students’ perception towards physics
The Presentation is prepared for helping the students and teachers appearing for Teacher Eligibility Test and Central Teacher Eligibility Test.(TET & CTET). The presentation covers all the Science related concepts, formulae, Principles, Laws from 1st to 8th Standard. At a glance Science Content. My 2 F.Y. B.Ed. students, Ms. Gauri Rahane and Ms. Kalyani Patil, contributed for slide preparation.
This document provides information about the anatomy course for the MD Program at the National Defence University of Malaysia for the 2014/15 session, including:
- Contact details for the course coordinator and lecturers.
- An overview of the course content, which will cover gross anatomy, histology, embryology and neuroanatomy through lectures, demonstrations and small group sessions.
- Assessment details, which include formative continuous assessments and summative exams.
- A weekly timetable and breakdown of teaching hours for different topics.
- Reference materials and reading lists for the course.
Georgia Third Grade Performance Standards in Science. From the Georgia Department of Education website: https://www.georgiastandards.org/Standards/Pages/BrowseStandards/ScienceStandardsK-5.aspx
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
The document provides background information on a Year 6 science class that will be studying energy and matter. It describes the 24 students in the class and their interest in science. It outlines the intended learning outcomes for the unit, which will have the students explore energy as it relates to physical and chemical changes, different energy sources and transfers, and sustainability. The unit aims to develop the students' science inquiry skills through hands-on experiments using the 5E instructional model.
This document summarizes a paper on improving chemical education through strengthening the link between research and practice. It discusses two key points:
1. Existing chemical education research has been too narrow in scope and has had little impact on changing teaching practice. More research is needed in areas like curriculum development and technology-enhanced learning.
2. Professional development for chemistry teachers needs to incorporate current research findings to improve instruction. Simply conducting research is not enough - the findings must be implemented in classroom practice.
This document discusses using Bloom's taxonomy to improve biology education. It finds that effective biology instruction should:
1) Address students' preconceptions
2) Build both a deep foundation of factual knowledge and a strong conceptual framework
3) Enhance students' metacognition or ability to monitor their own learning.
It describes how developing a "Blooming Biology tool" to categorize exam questions by their level in Bloom's taxonomy can help align teaching and assessment, improve student learning, and provide feedback to students on their performance at different cognitive levels.
The document summarizes new collaborations formed by the University of Notre Dame College of Science. It discusses partnerships with MD Anderson Cancer Center and Loyola University to provide research opportunities for Notre Dame students in cancer research. It also describes the formation of new relationships in Silicon Valley as part of Notre Dame's California Initiative to provide career and research opportunities for students and identify partners to help commercialize Notre Dame's research.
This thesis document describes Craig Onodera's master's research on using structural DNA origami to engineer self-assembled nanostructures for nanodevice fabrication. The document includes an acknowledgements section, abstract, table of contents, and 6 chapters. Chapter 1 provides an introduction. Subsequent chapters describe DNA origami and its design principles, dimerization of DNA origami nanotubes, functionalization with quantum dots and gold nanoparticles, purpose-built DNA origami nanostructures for chiral nanoparticle arrays, and conclusions. Figures and tables are included to illustrate DNA structures, origami designs, and results.
Exploring Secondary School Biology Teachers’ Conceptions of ExplanationsPremier Publishers
The present study explored how in-service secondary education biology teachers understand the nature of biological explanations and used a research instrument that focused on how they understand the unique explanatory features of both neo-Darwinian Biology and Newtonian physics. Newtonian physics was used as a reference point because throughout most of the twentieth century, scholars, scientists and teachers have shared the positivist idea that Newtonian physics should be acknowledged as the model for knowing and the standard for all of the other sciences. Fourteen (14) in-service secondary school biology teachers from Greece (6 males, 8 females) completed a questionnaire and were interviewed. The results show that biology teachers were unable to unravel the distinction between nomothetic and non-nomothetic natural sciences when considering the explanatory features of biology and physics. They shared a notion of time that is inconsistent with how history affects the nature of biology and they faced difficulties in understanding the historical nature of biological systems. Moreover, they were inclined to teleological explanations and encountered difficulties in stating mechanisms.
Interdisciplinary energy: Can toy models from physics help students make sens...Joe Redish
The document discusses several studies related to student understanding of concepts in physics and chemistry. It notes that 47% of students recognized that both bonds break and form in chemical reactions, and that 90% connected this to potential energy diagrams. However, only 47% understood that the energy released from forming new bonds outweighs that required to break existing bonds. It also examines how physicists and biologists approach problems differently in terms of context and scale.
The slope of the potential energy curve at point C is positive, which means the derivative (force) is negative. A negative force means the force is attractive.
The Maryland PERG: Two decades of learning how students learnJoe Redish
Over the past twenty years, the University of Maryland's Physics Education Research Group (UMd-PERG) has carried out educational research and development using a variety of NSF funding opportunities, building from basic research in cognitive modeling, to instructional materials development, to basic research on professional development. The group has drawn on opportunities in teacher training, K-12 teaching and learning, and university level research and development. In this talk I recap some of the key lessons we have learned and how it all fits together.
Why having a theory of learning changes what I do in class on MondayJoe Redish
The document discusses how having a theory of learning changes what an instructor does in their physics class. It explains that considering theories of neuroscience, cognitive science, and behavioral science leads the instructor to focus on building student intuition, using peer instruction differently, assigning less homework with more writing, and designing quizzes and exams to support developing appropriate epistemological views of physics.
Framing, Epistemology, and all that Jazz: Why it MattersJoe Redish
This document discusses three psychology experiments and their implications. Experiment 1 on "one-step thinking" showed that people tend to choose answers quickly without careful reasoning. Experiment 2 on "selective attention" demonstrated how expectations influence what people notice. Experiment 3 on "expectations" found that preconceived notions can prevent people from objectively evaluating a situation. The key lessons are that framing influences cognition and epistemological assumptions affect how problems are approached.
Barriers students face in learning to use math in scienceJoe Redish
Okay, so you're saying that because this equation was given to you, it must represent a scientific law or fact that is universally true?
Jim: Yes, exactly. So if the equation says pressure increases with depth, then it has to be true regardless of my prior intuition. The equation overrides my intuition because it represents a scientific law that has been established through experimentation and evidence. My intuition on its own is not as reliable. Does this make sense?
A description of the analytical tools developed in Physics Education Research for understanding students use of and difficulties with mathematics as used in science.
This document discusses rethinking physics education for biologists. It notes calls from biology leadership to include more math, chemistry, and physics in undergraduate biology courses. Several reports recommend that life science majors acquire a stronger foundation in the physical sciences. The author discusses efforts through Project NEXUS to develop more interdisciplinary science courses focusing on competency building. Interdisciplinary conversations have revealed differences between disciplines that can affect how content is structured and perceived by students. Achieving true interdisciplinarity may be difficult given epistemological differences between fields.
Bridging the silos: Opening a connection between physics and biology instructionJoe Redish
A presentation for BioQuest 2014 (University of Delaware) describing NEXUS/Physics: an introductory physics course designed to serve life science students and to explicitly articulate with a biology curriculum
Analyzing the Competency of Mathematical Modeling in Physics (GIREP 2015)Joe Redish
1) The document discusses how mathematics is used differently in physics compared to pure mathematics. In physics, mathematical symbols represent physical concepts and properties which adds context that influences how equations are interpreted.
2) When learning physics, students struggle to connect their mathematical knowledge to the way mathematics is applied in physics problems. Equations in physics integrate conceptual and mathematical reasoning in a complex way that is difficult for novices to unpack.
3) Research has examined student difficulties with mathematical modeling in physics. Videos of students problem-solving reveal they sometimes ignore the physical meaning of symbols and treat problems as purely mathematical. Integrating conceptual and mathematical reasoning is a challenging skill for students.
Teaching my students to think -- even when they don't want toJoe Redish
The student is referring to a demonstration in class where the professor dropped two wooden blocks of different masses to demonstrate that they fall at the same rate due to gravity.
S: Yeah, that one was really helpful because it was like a visual representation of what gravity is doing to objects of different masses. So seeing it in real life, I think, helped cement that concept a lot more than just reading about it or having it explained. So hands-on demonstrations or activities like that are definitely more helpful for me than just straight lecture.
3/29/11 43 UMd Teaching & Learning Center
Implications:
Students bring expectations about
how to learn and what science is
based on previous experiences.
The role of context and culture in teaching physics: The implication of disci...Joe Redish
The document discusses the role of context and culture in teaching physics. It outlines how context plays a role in learning and how disciplinary cultures can affect how students are taught. It also discusses representation and how culture interacts with cognitive processes like memory, attention, and working memory.
Rethinking physics for life-science students: Teaching using math in physicsJoe Redish
Cross-disciplinary instruction is common in STEM programs. But scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – and these differences can lead to serious challenges for an instructor teaching out of her discipline. In this talk, I discuss what we learned through creating NEXUS/Physics: a deep redesign of introductory physics for life science students. Life science students show particularly strong resistance to reasoning with symbolic math. Our research helped us understand that learning to use math in physics involved skills those students had not learned in math classes and that we were not teaching to them in physics. I'll discuss one approach to remedy the situation and to help our students overcome a resistance to thinking with math.
This document summarizes a study on misconceptions in chemistry among freshmen students at Mindanao University of Science and Technology (MUST). The study aims to determine which chemistry topics students have misconceptions about, the reasons for these misconceptions, and how misconceptions compare between male and female students. It outlines the problem statement, research questions, hypothesis, significance of the study, assumptions, limitations, and definition of key terms. The theoretical framework discusses prior research on students' understanding of concepts like solutions, molecular models, and multiple representations.
This document outlines the scope and goals of curriculum developed by the InTeGrate project, which is funded by the NSF to increase geoscience literacy. The curriculum targets introductory geoscience courses, interdisciplinary courses, courses for non-geoscience majors, and teacher preparation courses. The materials are designed to develop literacy, emphasize the scientific process, and build interdisciplinary problem-solving skills connecting Earth science to societal issues. The curriculum aligns with literacy frameworks and addresses challenges like energy, water, natural hazards, and climate change through modules and courses.
Using Transdisciplinary Approach in Biology Instructionijtsrd
This study aimed to determine the effectiveness of integrating Transdisciplinary Approach in Biology instruction. The study was conducted in a public high school in Carmen, Cebu and employed a quasi experimental method, particularly the pretest posttest design. Respondents were grouped into control and experimental group. Both groups were given a pretest and posttest. The experimental group was exposed to the integration of Transdisciplinary Approach, while the control group underwent the conventional way of teaching. The experimental group completed an attitude survey to assess their attitude toward the intervention. Both the experimental group and control group performed Below Average on the pretest. In the posttest, the performance of the control group was still Below Average. However, the experimental group showed an Average performance in their posttest. The control group showed no significant improvement while the experimental group showed significant improvement in Biology from pretest to posttest. The experimental group manifested Positive attitude towards the use of transdisciplinary approach in their biology class. Based on the findings of this study, the integration of Transdisciplinary Approach was proven to be more effective than the traditional teaching approach in enhancing and improving the biology performance of the students. The researcher recommends that curriculum experts promote and support the integration of transdisciplinary approach in every subject area educational institutions provide trainings on its implementation and develop manuals to properly orient the teachers teachers focus more on pragmatic teaching rather than conventional classes and future researchers carry out similar studies with a broader scope. Darlene L. Cabigas "Using Transdisciplinary Approach in Biology Instruction" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-2 , April 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd53835.pdf Paper URL: https://www.ijtsrd.com.com/biological-science/biological-system/53835/using-transdisciplinary-approach-in-biology-instruction/darlene-l-cabigas
Bridging the gaps_how_students_seek_disciplinary_cLeoVega10
This document discusses how students in an introductory physics for life science (IPLS) course seek to make connections between different disciplines like physics, chemistry, and biology. The researchers identified three ways students bridged disciplinary boundaries in the course: (1) by relating biochemical heuristics to underlying physical interactions, (2) by locating both biochemical and physical concepts within a mathematical bridging expression, and (3) by coordinating functional and mechanistic explanations for the same biological phenomenon. The researchers provide examples of each type of boundary crossing to illustrate how students coordinated conceptual and epistemological resources from multiple disciplines. They hope these categories of explanatory coherence can suggest ways to invite life science students to see physics as useful for understanding the living world
Although health systems science (HSS) has become increasingly included as requisite curricular content in undergraduate medical education (UME), educators have many implementation options. Learning from medical schools’ authentic experiences and lessons learned for the successful and sustainable implementation of HSS would be valuable. In this submission, we share our journey with the longitudinal and vertical integration of HSS at the Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University in Philadelphia during the past six years. We discuss how this approach has afforded us the “curricular elasticity” needed to keep our educational program current and flexible in the rapidly-changing healthcare and geopolitical landscape.
An Academic Survey Concerning High School And University Students Attitudes ...Jeff Nelson
This study examined the attitudes and approaches to problem solving in chemistry of 552 high school and university students in Turkey. A survey was adapted from one used to measure physics problem solving and administered. The results found university students had more expert-like attitudes compared to high school students. Science and regular high school students had more expert-like attitudes than vocational high school students, who were more novice-like. The study aims to help teachers understand students' attitudes to better support developing problem solving skills in chemistry.
Rethinking Physics Service Courses:The challenge of cross-disciplinary STEM...Joe Redish
Cross-disciplinary instruction is common in STEM programs. Physicists teach engineers; chemists teach biologists; and mathematicians teach everybody. But scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – and these differences can lead to serious challenges for an instructor teaching out of her discipline. In this talk, I discuss how what has been learned in decades of Physics Education Research can help us better understand these challenges. And to use that understanding to figure out how to help our non-physics students get more authentic value from our classes — and to value what they have learned.
Analyzing of students’ misconceptions on acid base chemistry at senior high s...Alexander Decker
This document summarizes a study that analyzed students' misconceptions about acid-base chemistry concepts at senior high schools in Medan, Indonesia. The study involved 179 students from six schools who were given a test to identify their misconceptions. It was found that students had 15 specific misconceptions and 11 sub-misconceptions related to the five main acid-base concepts tested. Most student responses indicated misconceptions rather than scientific understanding. The study revealed that students have difficulty integrating their understanding of acid-base concepts and applying concepts to different contexts.
This document outlines Tarisai Mudzatsi's research proposal examining the development of topic specific pedagogical content knowledge (TSPCK) in stoichiometry among three practicing teachers through a lesson study. The purpose is to determine how TSPCK in stoichiometry improves through teacher interactions in a lesson study context and how this newly developed knowledge translates to teaching practice. Poor student performance in physical science, especially topics involving stoichiometry, provides rationale for the research. The proposal includes an introduction, purpose, rationale, literature review, research questions, methodology, data analysis, ethics statement, and references.
1. The document discusses two options for sequencing science courses in secondary school: the traditional biology-chemistry-physics sequence and the physics-chemistry-biology sequence.
2. It analyzes the advantages and disadvantages of each approach based on research and the district's past performance data.
3. The district science coordinator proposes implementing a two-program model that gives students a choice between the two sequences to address challenges while fitting with the district's emphasis on customer service.
1. The document discusses two options for sequencing science courses in secondary school: the traditional biology-chemistry-physics sequence and the physics-chemistry-biology sequence.
2. It analyzes the advantages and disadvantages of each approach based on research and the district's past performance data.
3. The district science coordinator proposes implementing a two-program model that gives students a choice between the two sequences to address concerns while fitting with the district's emphasis on offering options.
Problem solving strategy and students' achievements on the concept of gas lawsveneyo
This document discusses a study that investigated the effect of using problem-solving strategy on students' academic achievements regarding the concept of gas laws in senior secondary school. The study adopted a quasi-experimental design involving 100 SS1 students from two public schools who were randomly assigned to experimental and control groups. The experimental group was taught gas laws using problem-solving strategy while the control group was taught using lecture strategy. A chemistry achievement test on gas laws was administered as a pretest and posttest. Results from independent t-test analysis revealed that students taught using problem-solving strategy performed significantly better than those taught using lecture strategy. The study also found no significant difference in achievement between male and female students taught using problem-solving strategy. The study
EFFECTS OF COMPUTER-BASED SIMULATIONS TEACHING APPROACH ON CHEMISTRY SELF-CON...IJITE
The role of Chemistry education is to help in the development of scientific attitude in the learner. The
students’ performance in Chemistry at the national examinations in Kenya has remained poor, despite the
importance attached to the subject. Many factors influence this performance, one being learners' chemistry
self-concept. Computer-Based Instruction may help address the problem of student’s negative chemistry
self-concept as most educational institutions take learning online due to COVID -19 pandemic. In an
attempt to address this, this study aimed at finding out the effects of Computer-Based Simulations (CBS) on
students’ chemistry self-concept. The study involved quasi-experimental research using Solomon Four
Non- Equivalent Control Group Design. Sample size was 175 students. Instrument of data collection was
Chemistry Self-Concept Questionnaire (CSCQ). Results revealed that there is statistically significant
difference in the chemistry self-concept of students taught through CBS and those taught through Regular
Teaching Methods (RTM). Students taught through CBS acquired a higher level of chemistry self-concept
than those taught through RTM.
Guyana -Understanding Science to Improve Teaching & LearningLearnthenewway
Presentation document given at the Science and Mathematic Teachers Workshop in Georgetown Guyana in October 2012
and ASTA's (Academy of Science Technology and the Arts) high level teachers meeting g
Challenges of biology education for the 21st century - beyond bio2010 symposi...bio-link
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This document summarizes a course designed to enhance quantitative literacy for biology and pre-medical students. The course introduces students with one semester of calculus to systems of nonlinear ordinary differential equations as applied to questions in mathematical biology and medicine. Over the course, students learn to model biological systems with differential equations, analyze the models, and conduct independent research applying models to address specific questions. Evaluation found the course improved students' enjoyment and confidence in math, and appreciation of its utility in science. The course prepares students to read research literature and conduct their own mathematical biology research.
A recruitment presentation for students interested in pre-med or majors in natural science. Presented in September 2009 by Deb Dotterer, CNS Director of Student Affairs.
The document discusses challenges in teaching science to future middle years and secondary school teachers. It focuses on integrating socioscientific issues into science curricula without taking away from content. The author models this approach in their teacher education courses by emphasizing either nature of science, technology, or science and society in sample course units. Student assignments are then analyzed to evaluate the pedagogy's effects on preparing teachers to plan science lessons integrating these real-world issues.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. 2 The background
Why physicists (and mathematicians
and maybe all of us) ought to care
about interdisciplinarity
3. The nature of physics departments
3
Physics is a fairly
small profession
among the
sciences.
As a result, most
of our teaching is
in service courses.
TRUSE 2012 6/3/12
4. When it comes to teaching
non-physicists...Don’t mess with success!
5
We know how to teach physics.
Physics is physics is physics ... for everybody.
We have a working model – and dozens
of standard texts we can use with all kinds
of resources.
This makes teaching non-majors fairly
straightforward – even if time consuming
due to the problems of administering
large-classes.
No thinking required!
TRUSE 2012 6/3/12
5. Unfortunately...
6
1. Our clients have started to pay
attention.
In 2000, ABET (the engineering
accreditation organization) shifted its focus
from course requirements to learning
requirements.
In 2009, AAMC (the medical school
organization) proposed to shift its focus
from course requirements to learning
requirements.
TRUSE 2012 6/3/12
6. PER chimes in!
7
2. Over the past 20-30 years, research
has increasingly shown the failure
of large traditional physics courses to
build good concepts
improve student attitudes towards physics
help students learn to think scientifically
Research-based instructional methods have
begun to document learning – at least along
some dimensions.
TRUSE 2012 6/3/12
8. The SFFP Report
10
In 2009, AAMC working with HHMI
published Scientific Foundations for Future
Physicians – a call for rethinking pre-med
education in the US to
bring in more and stronger coordinated
science – biology, math, chemistry, and
physics
focus on scientific skills and competencies
TRUSE 2012 6/3/12
9. In the summer of 2010, HHMI
put forth a challenge to four universities:
11
Create a proposal to develop four sets of
prototype materials for biologists and pre-
meds with a focus on scientific competency
building and interdisciplinary links in
Chemistry (Purdue)
Math (UMBC)
Physics (UMCP)
Capstone case study course (U of Miami)
TRUSE 2012 6/3/12
10. Project NEXUS
12
The result is the National Experiment
in Undergraduate Science Education
A4-year $1.8 M project
of the Howard Hughes Medical Institute
At UMCP we have opened
an interdisciplinary conversation
with the goal of creating a physics course
explicitly designed to meet the needs
of biologists and pre-health-care-professionals.
TRUSE 2012 6/3/12
11. The NEXUS Development Team (UMCP)
13
Physicists Biologists
Joe Redish Todd Cooke
Wolfgang Losert Karen Carleton
Chandra Turpen Joelle Presson
Vashti Sawtelle Kaci Thompson
Ben Dreyfus Education (Bio)
Ben Geller Julia Svoboda
Arnaldo Vaz (Br.) Gili Marbach-Ad
Kristi Hall-Burke
TRUSE 2012 (Underlined are attending TRUSE) 6/3/12
12. Discussants: UMCP co-conspirators
14
Physicists Chemists
Arthur LaPorta Jason Kahn
Michael Fisher Lee Friedman
Peter Shawhan Education
Biologists Andy Elby (Phys)
Jeff Jensen Dan Levin (Bio)
Richard Payne Jen Richards
Marco Colombini (Chem)
Patty Shields
TRUSE 2012 6/3/12
13. Discussants: Off-campus collaborators
15
Physicists Dawn Meredith
Catherine Crouch* (U. New Hampshire)
(Swarthmore) Biologists
Royce Zia* Mike
Klymkowski*
(Virginia Tech) (U. Colorado)
Mark Reeves
(George Washington)
Chemists
ChrisBauer*
Lilly Cui &
Eric Anderson (U. New Hampshire)
(UMBC) Melanie Cooper*
(Clemson)
Stephen Durbin
(Purdue) *NSF TUES project
TRUSE 2012 (Underlined are attending TRUSE) 6/3/12
14. After much negotiation: PHYS 131-132
16
A separate course specifically designed to meet
the needs of biology majors and pre-meds.
Intended as a second year class. Prerequisites:
2 terms of biology
Intro to cellular, molecular, evolution, ecology
1 term of general chemistry
2 terms of math for bio majors
including basic calculus and probability
We will consider ourselves successful if upper
division bio classes require us as a prerequisite.
A first draft of this class was delivered in ‘11-’12.
TRUSE 2012 6/3/12
15. 17 Barriers to interdisciplinarity
Our initial negotiations immediately ran into
a brick wall. Biologists and physicists had very
different views of what to do.
16. Starting in a hard place
18
Biologists saw most of the traditional
introductory physics class as useless
and irrelevant to biology – and our
standard approach: “we can just apply
physics in biological contexts” as trivial
and uninteresting.
Physicists saw a coherent structure
with no room for change.
TRUSE 2012 6/3/12
17. A comment from a physics colleague
19
I would be inclined also to approach it from the
"other end": i.e., I would construct a list which has
in it the absolute irreducible physics concepts and
laws that have to be in a physics curriculum. This
"entitlement" list will already take up a majority of
the available space.
With a realistic assessment of how much space is
available, it may become clearer what type of bio-
related material one can even entertain to include.
TRUSE 2012 6/3/12
19. Content is just a part of the story!
21
There is a “hidden curriculum” – what we
want and expect our students to learn
about how to think and how to do science
while they are learning the facts and
methods taught in our classes.
TRUSE 2012 6/3/12
20. From SFFP (AAMC-HHMI)
22
Competency E1 Apply quantitative reasoning
and appropriate mathematics to describe or explain
phenomena in the natural world.
Competency E2 Demonstrate understanding of
the process of scientific inquiry, and explain
how scientific knowledge is discovered and
validated.
Competency E3 Demonstrate knowledge
of basic physical principles and their applications
to the understanding of living systems.
(Four more explicitly relevant for biology and
chemistry)
TRUSE 2012 6/3/12
21. 23
To figure out how to pull all this apart and
make sense of what is going on, we need
to understand something about how
people build coherent knowledge.
We are not just talking about teaching
students some facts – or even procedures.
We are trying “acculturate” our students –
bring them into a scientific community
of practice.
TRUSE 2012 6/3/12
22. 24
A framework for talking about
our differences
Thinking about thinking:
some basic psychological principles
23. Experiment 1:
How good is your memory?
Thread Thimble Bed Rest
Pin Haystack Awake Tired
Eye Knitting Dream Snooze
Sewing Cloth Blanket Doze
Sharp Injection Slumber Snore
Point Syringe Nap Yawn
Roediger & McDermott J. Exp. Psych:
TRUSE 2012 Learning, Memory, & Cognition. 21 (1995) 803-814. 6/3/12
24. Experiment 2:
How good is your concentration?
26
Simons & Chabris, Perception.
TRUSE 2012 28:9 (1999) 1059-1074 6/3/12
25. Implications
27
Memory is reconstructive and dynamic
What students call on in class is based on
their previous experience with school
(and science classes).
Inappropriate student expectations can lead
them to “miss the gorilla in the classroom”
and miss the point of an activity.
Inappropriate faculty expectations can lead
to disappointment and tension with students.
TRUSE 2012 6/3/12
26. A structure for thinking about thinking
28
Feedforward to executive function Retrieval from LTM:
(judgement, selective attention, ...) experience
Feedback to control,
refine, and select perceptions
Assorted complex and associations.
sensory data
(visual, tactile,
olfactory...)
Unified perceptual
Associational cluster
construct (cognit, p-prim)
(symbolic form,
coordination class...)
TRUSE 2012 6/3/12
27. Key concepts for discussing
29
interdisciplinarity
Framing –
The process of “choosing” a set of data in your
environment to selectively pay attention to – equivalent
to deciding that everything else can be safely ignored.
Epistemology –
Knowledge about knowledge:
What is the nature of the knowledge I am going to learn
in this class and what is it that I need to do to learn it?
Ontology –
What kinds of things are we talking about?
TRUSE 2012 6/3/12
28. The cognitive/socio-cultural
grainsize staircase
30
Psychohistory (N ~ 1020)
Broad social
Asimov cultures
Disciplinary
culture
Classroom
Hutchins, culture
JS Brown & Duguid Small group
interactions
Lave, Suchman, Behavioral
Wenger phenomenology
Psychology
Vygotsky models
diSessa
Piaget Neuroscience
TRUSE 2012 Kandel 6/3/12
29. Framing
31
The behavior of individuals in a context is
affected by their perception of the social
context in which they find themselves.
That perception acts as a control structure
that governs which of their wide range of
behavioral responses they activate/use
in a given situation.
TRUSE 2012 6/3/12
30. The culture of disciplines
32
From each level of their experience with
a discipline – small group, STEM classes,
broader school experiences – students
bring control structures that tell them what
to pay attention to in the context of
activities in a science class.
Their framing of the activity affects how
they interpret the task and what they do.
TRUSE 2012 6/3/12
31. 33 Negotiating interdisciplinarity
It doesn’t only matter what we think;
how our students frame their science classes
is critical to what they get out of them.
32. Student attitudes towards
interdisciplinarity: some data
34
We have interviewed students about
their attitudes towards mixing the sciences
in two classes:
Bio 3 – Organismal Biology
A required bio class that explicitly uses
a lot of physics and chemistry.
Phys 131-132 – Physics for Biologists
The first implementation of the NEXUS physics
course that brings in a lot of bio and chem.
TRUSE 2012 6/3/12
33. Biology students bring expectations to their physics
and biology classes.
35
Ashlyn
prefers
to stay
in silos
TRUSE 2012 6/3/12
34. An example in Phys 131
(Recitation activity)
36
Estimate the work
done in the particular
unfolding shown.
TRUSE 2012 6/3/12
35. It didn’t work the way we wanted
37
Anya knows
...protein folding is so complicated that you
know you haven't even gotten up to what
how complex proteins are made of but just the protein
biology itself is really complicated ... it was trying
“really” is to apply a very simple basic physics thing
so resists to a whole protein, like even a subset of a
seeing how protein ... and that was just not flying with
a simplified us, because we knew it was really
model might complicated and it was the sum of all these
provide some like interactions, and there's multiple kinds
useful info. and it just isn't something that seems simple
like that and it just didn't work because it's
simplifying something that's really
TRUSE 2012
complicated too much. 6/3/12
36. But this is the way they do it!
38
Anya had strong disciplinary
epistemological framings:
Biology is really complicated and you
have to work your way up in the structure
to get the whole thing.
Physics oversimplifies by trying to model
only a particular substructure
of the protein.
She showed this framing in other
examples as well.
TRUSE 2012 6/3/12
37. An example in Physics 132:
A Chemistry “misconception”
39
A critical biochemical process is the hydrolyization
of ATP. This is the primary reaction that is used to
deliver energy in biological systems.
In chemistry it is identified as a “misconception” that
students assume “energy is stored in the ATP bond”
whereas really the energy comes from going from
the weaker ATP bond to the stronger water-P bond.
TRUSE 2012 6/3/12
38. A question from
the chem ed literature
40
An O-P bond in ATP is referred to as a "high
energy phosphate bond" because:
A. The bond is a particularly stable bond.
B. The bond is a relatively weak bond.
C. Breaking the bond releases a significant
quantity of energy.
D. A relatively small quantity of energy is
required to break the bond
W. C. Galley, J. Chem. Ed., A 32% 41%
81:4 (2004) 523-525. B 47% 31%
C 79% 87%
TRUSE 2012 D 26% 7% 6/3/12
39. Perhaps it’s not always a misconception
– sometimes it may be a framing issue.
41
I put that when the bond's broken that's energy
About 1/3 of released. Even though I know, if I really think about
the students it, that obviously that's not an energy-releasing
said both mechanism ... you always need to put energy in,
even if it's like a really small amount of energy to
“the bond is break a bond. Yeah, but like. I guess that's the
weak” and difference between like how a biologist is trained
“the bond to think, in like a larger context and how physicists
releases a lot just focus on sort of one little thing. ... I answered
of energy”. that it releases energy, but it releases energy
because when an interaction with other molecules,
Gregor sees like water, primarily, and then it creates like an
both as right. inorganic phosphate molecule that...is much more
stable than the original ATP molecule.... I was
thinking that larger context of this reaction releases
TRUSE 2012
energy. 6/3/12
40. Disciplinary cultures
42
Although each scientific
discipline has many practitioners
with different approaches, our
discussions with faculty and
students leads us to consider
some broad common themes.
TRUSE 2012 6/3/12
41. Physics
43
Intro physics often stresses reasoning from a few
fundamental (mathematically formulated) principles.
Physicists often stress building a complete
understanding of the simplest possible (often abstract)
examples – and often don’t go beyond them at the
introductory level.
Physicists quantify their view of the physical world,
model with math, and think with equations.
Introductory physics typically restricts itself to the
macroscopic level and almost never considers chemical
bonds.
TRUSE 2012 6/3/12
43. Biology
45
By its very choice of subject biology is irreducibly
complex. (Oversimplify and you die.)
Most introductory biology is qualitative.
Biology contains a fundamental historical component.
Much of introductory biology is descriptive
(and introduces a large vocabulary) though
Biology – even at the introductory level – looks for
mechanism and often considers micro-macro connections.
Chemistry is much more important to intro bio
than physics (or math).
TRUSE 2012 6/3/12
44. Chemistry
46
Chemistry is about how atoms interact to form molecules.
Chemistry develops high-level principles and heuristics to
help you think about how complex reactions take place.
Chemistry frequently crosses scales, connecting the
microscopic with the macroscopic.
Chemistry often assumes a macroscopic environment – a
liquid, gas, or crystal.
Chemistry often simplifies -- selecting the dominant
reactions to consider, idealizing situations and processes
in order to allow an understanding of the most salient
features.
TRUSE 2012 6/3/12
45. Mathematics
47
Mathematics is about logical structures and abstract
relationships. It’s not “about” anything physical.
Math focuses on logical completeness – “proof” –
and the tightness of arguments that can be constructed
within a restricted set of axioms and principles.
Most mathematicians I have spoken to want to deliver
an “honorable” course – to all students, not just majors;
one that correctly represents the mathematical structure
of abstraction, reasoning, and proof.
TRUSE 2012 6/3/12
46. Content: What’s privileged?
48
Physicists see their subject as built up carefully
from observation and the establishment
of general principle.
To them, much that is done is essential
for what will come later.
Physicists see inclined planes as essential
(to learn to manipulate vectors in the simplest
possible situation) and what happens in fluids
as much too complex to be done in an intro
class (from first principles).
TRUSE 2012 6/3/12
47. Content: What’s authentic?
49
Biologists see much (most?) of what we do in
traditional intro physics as peripheral
(at best) or irrelevant (at worst) to what
biology students need to know.
Biologists see most of the “biology examples”
put into an IPLS class as trivial, uninteresting,
and “not real biology”.
We want to seek content and examples that
will be seen by biologists (and by biology
students) as authentic – it helps make sense of
something that has real importance in biology.
TRUSE 2012 6/3/12
48. The Inclined Plane/Projectiles Debate
50
Pro: Our physicists saw these topics as crucial
for learning how to use vectors, a general and
powerful tool.
Con: Our biologists saw the inclined plane and
projectiles as typical physics hyper-
simplification with little or no value.
The resolution: We replaced these topics
with examples from biological motion and
moved electric forces to the beginning
to provide serious vector examples.
TRUSE 2012 6/3/12
49. The Force / Energy Debate
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Pro: Our biologists saw the emphasis on forces
as superfluous and requested we do everything
in terms of energy.
Con: Our physicists considered forces as
“privileged” – essential to establishing the
fundamental concepts of motion.
The resolution: We reframed the treatment of
forces as “The Newtonian Framework” –
analogous to “The Evolutionary Framework” in
biology; something that sets the language and
ontology – what you look for. This also clarified
what was model and what was framework.
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50. Content decisions
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Include atomic and molecular examples
from the first (since chem is a prereq.)
Enhance the treatment of energy, reduce the
discussions of force and momentum.
Expand the treatment of thermodynamics and
diffusion dramatically.
Eliminate (ouch!) rotations, angular momentum,
and magnetism.
Include (as often as possible) authentic biological
and chemical contexts and examples.
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51. New approaches
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Be very explicit about modeling
Why simple examples are done.
What is being ignored – and why.
Be very explicit about epistemology
The danger of recall and “one-step thinking”.
Building a safety net – a web of coherence
Checking / metacognition
Use examples and problems from modern
biology and medicine research.
TRUSE 2012 6/3/12
53. We’re started on a long path
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The task of creating an effective physics
course for biology students turned out to
be much harder and more interesting than
we expected.
We have learned much even at this early
stage about disciplinary cultures – both
among faculty and students.
There is still much to be done! Stay tuned!
TRUSE 2012 6/3/12
54. For more detail see our posters
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Ben Geller
Research on Students' Reasoning
about Interdisciplinarity
Julia Svoboda
Analyzing the interdisciplinary nature of tasks
in a physics course for life science majors
Chandra Turpen
Conceptualizing "disciplinary" in research
and design of interdisciplinary learning contexts
TRUSE 2012 6/3/12