Reflective problem solving skills are essential for learning, but it is not my job to teach them

Transcription

1 Reflective problem solving skills are essential for learning, but it is not my job teach them Charles Henderson Western Michigan University Edit Yerushalmi, Weizmann Institute Vince Kuo, Colorado School of Mines Kenneth Heller, University of Minnesota Patricia Heller, University of Minnesota Elisheva Cohen, Weizmann Institute 1 Goal of this Study Students in introducry physics are expected learn physics content through the process of solving. What learning skills do physics instrucrs believe need in order learn from problem solving? What learning skills do physics instrucrs believe possess when they enter an introducry physics course? How do physics instrucrs believe they can help improve their learning skills during the introducry physics course. Why do they believe so? This is one part of a larger study on physics faculty beliefs and values related the teaching and learning of problem solving. 2

2 Data collection Research design Sample: 6 Physics Instrucrs at U of MN, Randomly Selected out of 23 that meet selection criteria: taught introducry calculus-based physics course in the last 5 years Semi-Structured Interview Tool: Based on concrete instructional artifacts (problem statements, instrucr solutions, grading) Interview questions: please describe how these artifacts are similar or different yours. Please explain your reasons for having these artifacts the way you do Interviews were videotaped and the audio portion transcribed: ~ 30 pages of text/interview 3 Data analysis Video- & audiotapes of interviews (~9 hrs) Research design Interview transcripts (~180 pages) Concept Maps allow for: the reduction of complex data in visual representations explicit connections be made between ideas that can then be tested Identification of shared vs. idiosyncratic features Statements (~2400) Concept Maps (15 x 6 = 90) Combined Concept Map (15) 4

3 General Result: Combined Concept Map Perceived external constraints limit Physicist and instructional values influence Solving physics [Fig. 2] needed for Instrucrs' actions help Students who can improve [Fig. 7] construct knowledge [Fig. 3] do not construct enough Typical [Figs. 8,9] include Making Suggestions encourage Reflectively sometimes often Setting Constraints encourage Work [Fig. 4] on and can then Use Feedback [Fig. 5] of of Look/ Listen [Fig. 6] [Figs. 10,13] Individualized responses [Figs. 12,15] example solutions [Figs. 11,14] Lectures Providing Resources of are sometimes adapted For more details, see: Yerushalmi, E., Henderson, C., Heller, K., & Heller, P., Kuo, V. (2007). Physics Faculty Beliefs and Values about the Teaching and Learning of Problem Solving Part I: Mapping the Common Core, Physical Review Special Topics: Physics Education Research, 3 (2), Role of student To reflect on his work and compare it that of the instrucr Typical Students who can improve [Figs. 8,9] [Fig. 7] often Reflectively sometimes Work [Fig. 4] on and can then Use Feedback [Fig. 5] of of Look/ Listen [Fig. 6] Work [Fig. 4] on and can then Use Feedback [Fig. 5] of of Look/ Listen [Fig. 6] [Figs. 10,13] Individualized responses [Figs. 12,15] example solutions [Figs. 11,14] Lectures [Figs. 10,13] Individualized responses [Figs. 12,15] example solutions [Figs. 11,14] Lectures Students who succeed are reflective Typical are not reflective 6

4 Role of student Examples of reflective activities: Students would analyze their test solution and maybe my test solution see where the major differences are, and then try work on it. you have discipline yourself say what, why did I write this down. go through the strategy part of the problem saying what do I need know for this problem, and what are the parameters that are specified, and what are the things that I have calculate. I try get think consciously about their general approach not just sit and wait for lightning bolts strike. Examples of typical student activities: When do HW or solve it s so tempting just look at solutions after working 2 minutes if you don t know what do. Students spend large numbers of hours just doing but not doing them with a disciplined approach. There are many who make a mistake on the quiz and say well, that was a mistake and then they re not interested anymore. 7 Role of instrucr Instrucrs Suggest Reflectivity, but Require Working Perceived external constraints limit Physicist and instructional values influence Instrucrs' actions include Making Suggestions encourage Reflectively Setting Constraints encourage Work [Fig. 4] [Figs. 10,13] Individualized responses [Figs. 12,15] example solutions [Figs. 11,14] Lectures Providing Resources of 8

5 Role of instrucr I often tell that if they are having difficulty that what they should do is look at a lot of, not necessarily work them, but look at the and then go through the strategy part of the problem saying themselves what do I need know for this problem... What I often say is that they have solve without looking at solutions, and if they get stuck, talk someone specifically about what the next step would be,... so they don t get... away without thinking on their own. 9 Instrucrs are Aware of the Gap! Unfortunately, there is a big gap between what I would like do with solutions that I post and what I'm fairly sure they are doing with them A large fraction of are focusing o much on the very problem at hand as opposed the structure of the problem. When I do solutions on the board during class I hope that just see how a professional thinks about these sorts of things. Of course I suspect in many cases they adopt the superficiality of it. 10

6 How Do Instrucrs Explain Why They Do Not Impose Reflective Practice? Three Perceived Constraints: 1. Workload: Instrucrs have limited time that they can commit the course. I think engaging and getting them do something, no matter how wrong it might be, getting do something on their own while you help them is, I think, the key. It s labor intensive though. 2. Student Expectations: Students might react negatively requirements such as providing a reasoned approach the solution. If I had given this a low score and the student came back and said but I got it right I would tell them that they didn t show that they were using the right principles. I usually give them the benefit of the doubt when grading. 3. Assessment considerations: Instrucrs recognize that reflective practice is not assessed. There s nothing specifically that we test for that really brings these things [reflective problem-solving skills] out. 11 How do Instrucrs Resolve the Conflict? Have Limited Expectations of What Students Will Learn The types of things in this stack [reflective problem solving skills] are not built up over one course I hope they learn some of it in the course, but it's not, these are things that aren't in the syllabus and that you hope over 4 years of a university education, that they cultivate. Instrucrs don t expect develop reflective skills during the course. Yet, they believe that without these skills will not succeed. 12

7 Limited Expectations of What Students Will Learn Affective Characteristics (2) knowledge [Fig. 3] Knowledge & Skills Related Problem Solving (1,2,3,4,5,6) demonstrated by solving novel (4) Expert Problem Solving Skills Are Not Learned consisst of PHYSICS CONCEPTS (1,2,3,4,5,6) APPROACH TO SOLVING A PROBLEM (1,2,3,4,5,6) SPECIFIC TECHNIQUES (1,2,5,6) SELF EVALUATION (1,2,3,4,6) Physicists beliefs about problem solving (1,3,6) Physicists style (5) as used within learn well (4) (2,3,4,6) can depend on can be can be can be don't learn (1) learn somewhat (1,3,5) context of a particular problem (1,2,3,4,5,6) General approach not tied a particular problem (3,4,5) get a solution after deciding on approach (1,2,5,6) Evaluating if headed in right direction (1,3,4,6) Evaluating the answer (1,2,3,6) learn well (2) learn somewhat (5) don't learn (1) learn somewhat (5) learn well (2,4) learn e.g. somewhat (1,5,6) helps with (3,4) don't learn (1,3,6) e.g. don't learn (6) e.g. e.g. that learn somewhat (5) e.g. it is "macho" put numbers in only at the end (5) Working in an organized way (3,4) be aware of a difficulty (1,3,6) by considering reasonability (2,3,6) problem solving involves exploration (1,6) knowing what needs be done (4) Play around see what approaches might be valuable (6) by checking units (1) most cannot be solved in a single step (1) solving a problem is not always a linear process (1) solving is not a plug-andchug process (6) can be solved by logically applying the laws of physics (3) 13 Discussion Instrucrs highly value reflective practice. They perceive it as necessary for success in the course. Yet, they do not impose it on. A possible explanation for this apparent conflict: It is a norm in introducry physics courses that reflective practice is not assessed. Thus it is a lower priority and instrucrs are not committed invest time (their own and in class) constrain achieve it. If I had given this a low score and the student came back and said but I got it right I would tell them that they didn t show that they were using the right principles. I usually give them the benefit of the doubt when grading. 14

8 Implications 1. We don t have invest effort convince instrucrs of the need develop reflective learning skills 2. A possible key for change renewed assessment goals Develop and suggest accessible assessment ols that assess reflective practice 15