WORKSHOP FOR Women in Science July 25th, 2002 · physics central ideas about force & motion ......

WORKSHOP FORWORKSHOP FORWomen in ScienceWomen in ScienceJuly 25th, 2002July 25th, 2002

Making Science Learning Fun

Pusat Pusat Sains Negara, Sains Negara, Bukit KiaraBukit Kiara

PSN 2002PSN 2002--QuotesQuotes

“Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves.” -Source:"Implementing the Seven Principles:

Technology as Lever" by Arthur W.Chickering and Stephen C. Ehrmann


QUOTESQUOTES

“I cannot teach anybody anything, I can only make them think” - Socrates.

“I never teach my pupils, I only attempt to provide the conditions in which they can learn’ - Einstein.

“Education consists mainly in what we have unlearned” - Mark Twain.

PSN 2002PSN 2002--FunFun

Meaning of FunMeaning of Fun

What is FUN??

öEffective learning

öDeep or Meaningful Learning

öSatisfaction



How to achieve

öEffective learning

öDeep or Meaningful Learning

öSatisfaction

Active LearningInteractive Engagement

Get Students to Do Science

Active LearningInteractive Engagement

Get Students to Do Science



Tools & Gadgets

öIdentify present knowledge & confront wrong beliefs

öIdentify ways of learning – learning styles

öEmploy knowledge structuring: pre-class activities

öEmploy pre-assessment

öEmploy peer-collaborative learning



Tools & GadgetsöIdentify present conceptual knowledge & confront wrong beliefs

ZUse standardized instruments: Force Concept Inventory, Mechanics Baseline Test

öIdentify ways of learning – learning styles

ZUse Inventory of Learning Styles: Felder, Myers-Briggs



Tools & GadgetsöEmploy knowledge structuring: pre-class activities

ZUse Concept Maps: Novak & Co.

öEmploy pre-assessment

ZDevelop Socratic questions & operational objectives

öEmploy peer-collaborative learning

ZStudents discuss in small groups led by trained peer facilitators



Tools & Gadgets

öEmploy electronic discussion group

ZStudents & teachers create discussion group using free server spaces offered by YAHOO.

PSN 2002PSN 2002--FocusFocus

Workshop Focus: Formative AssessmentWorkshop Focus: Formative Assessment

ZBenchmarking YOUR Newtonian thinking on Force and Motion to detect the need for remedial

öIdentify YOUR learning styles to best match learning & teaching styles

ZKnowledge structuring by developing concept maps.

öSelf assessment by developing Socratic questions.

PSN 2002PSN 2002--CHANGECHANGE

Drawing of an old woman. Or is it a young one? From Harvard-Radcliffe Cognitive Science Society, Caly Budin, Pres.

Views on LearningViews on LearningChange Principle:

It is very difficult to change an established mental model substantially.

Reading & listening to lectures, for most students, are ineffective ways to change their mental models. or removing misinterpretation..

PSN 2002PSN 2002--ThermoThermo

End of semester student evaluation:

I memorized most of the equations in physics and not really understanding

them.100.068Total20.9; 61.842Agree53.7; 16.211Unsure25.4; 22.115Disagree

PercentMay; Nov

Frequency

Q2A

Q2A

5.003.001.00

Perc

ent

70

60

50

40

30

20

10

0

MotivationMotivationPSN 2002PSN 2002--FCIFCI

✔ Weak reasoning ability in explaining physics central ideas about force & motion

✔ Inability to represent a physical situation pictorially & verbally

✔ Lack of power to verbally translate a mathematical equation and vice-versa

PSN 2002PSN 2002--FCIFCI

MotivationMotivation

✔ So much effort and dedication was put into the teaching (the traditional way) by lecturers to instill knowledge BUT the result does not reflect the effort & dedication

✔ Mismatch between teaching & learning?✔ The TOOL is not the most effective?

PSN 2002PSN 2002--MotivationMotivation

Quantity vs. Quality Quantity vs. Quality ––SPM ResultsPetaling District - Physics

SPM Results

CMCM

12.0

7.2

5.0

3.1

15.2

10.4

7.1

3.2

10.27.47D, 8D, 9F

11.99.35C, 6C

15.413.93B, 4B

21.118.11A, 2A

% for 2000N=4322

% for 2001N=3746

Grades

PSN 2002PSN 2002--MotivationMotivation

Quantity vs. Quality Quantity vs. Quality ––SPM ResultsPetaling District - Physics

SPM Results

CN=2530

MN=1181

CN=1823

MN=1345

N=3746

43.8

26.5

18.4

11.3

42.5

28.8

19.9

8.8

17.415.27D, 8D, 9F

20.319.15C, 6C

26.228.53B, 4B

36.037.11A, 2A

% for 2000% for 2001Grades


“…. But introductory physics that emphasizes computation misses something essential -comprehensioncomprehensioncomprehension - a gut feeling for the concepts…..”

Paul G. Hewitt, Conceptual Physics

End of semester student evaluation:

My conceptual understanding in physics

is weak

10068Total16.4; 61.842Agree62.7; 14.710Unsure20.9; 23.516Disagree

PercentMay; Nov

Frequency

PSN 2002PSN 2002--ThermoThermo

Q1A

Q1A

5.003.001.00

Perc

ent

70

60

50

40

30

20

10

0


Instrument: FCIInstrument: FCI

✔ FCI (30 items multiple-choice)– designed to be meaningful to students

without formal training in mechanics– probes beliefs over a wide range of

Newtonian concepts on force & motion– Probes effectiveness of instruction


Instrument: MBTInstrument: MBT

✔ MBT (26 items multiple-choice)– designed to emphasize concepts that

cannot be grasped without formal knowledge of mechanics


Diagnostic ToolDiagnostic Tool--FCI 6 dimensionsFCI 6 dimensions✔ Kinematics: Discrimination of position, velocity,

acceleration. Constant acceleration. Vector addition

✔ First Law: No net force=unchanging speed, direction

✔ Second Law: Constant force=const. Acceleration


Diagnostic ToolDiagnostic Tool--FCI 6 dimensionsFCI 6 dimensions✔ Third Law: For impulsive & continuous force

✔ Superposition: Vector sum. Cancelling forces

✔ Kinds of forces: Solid contact: passive, impulsive, friction opposing motion. Fluid contact: air resistance. Gravitation: acceleration independent of weight. Parabolic trajectory.


Results & DiscussionResults & Discussion

Newtonian Thinker thresholdFCI score > 60%

Newtonian ThinkerFCI score > 85%

FCI/MBT correlationFCI score < 60% unlikely to surpass 60%

on MBT


Results & DiscussionResults & Discussion

Focus on the gainsAverage Gain , G

G = %Posttest, Sf - %Pretest, Si

Standardized Average gain <g><g> = G / Max G

where max G = 100 - %Si


Instrument: FCI Instrument: FCI –– Q4Q44.Bayangkan suatu perlanggaran secara

berdepan diantara sebuah lori balakdan sebuah kereta Kancil. Sewaktuperlanggaran,

PSN 2002PSN 2002--FCIFCI--FCIFCI

Instrument: FCI Instrument: FCI –– Q4Q4(A) lori mengenakan daya yang lebih besar terhadap

kereta berbanding dengan daya kereta terhadap lori.

(B) kereta mengenakan daya yang lebih besar terhadap lori berbanding dengan daya lori terhadap kereta.

(C) tiada daya yang kenakan oleh lori terhadap keretadan sebaliknya; kereta menjadi remuk kerana ianyamenjadi penghalang kepada pergerakan lori.

PSN 2002PSN 2002--FCIFCI--FCIFCI

Instrument: FCI Instrument: FCI –– Q4Q4

(D)lori mengenakan daya terhadap kereta tetapikereta tidak mengenakan daya terhadap lori.

(E) lori dan kereta masing-masingnya mengenakan daya yang sama magnitudnya .

Instrument: FCI Instrument: FCI -- Q15Q15Sebuah lori mengalami kerosakan dan menerima tolakan dari belakang oleh sebuah kereta keciluntuk menghantarnya ke bandar seperti yangdigambarkan di bawah.


15.Sewaktu kereta kecil tersebut menolak lori danmemecut untuk mencapai kelajuan seragam;


Instrument: FCI Instrument: FCI -- Q15Q15

(A) daya tolakan yang dikenakan oleh kereta terhadap lori adalah sama dengan daya lori menolak kereta

(B) daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih kecil berbanding dengan daya lori menolak kereta

(C)daya tolakan yang dikenakan oleh kereta terhadap lori adalah lebih besar berbanding dengan daya lori menolak kereta


Instrument: FCI Instrument: FCI -- Q15Q15(D)oleh kerana injin kereta hidup, maka ia

mengenakan tolakan terhadap lori tetapi lori tidakmengenakan tolakan terhadap kereta kerana injin lori tidak dihidupkan. Lori tersebut ditolak hanyalahkerana ia mengganggu laluan kereta

(E) tidak ada daya dikenakan oleh kereta dan oleh lori. Lori tersebut ditolak hanyalah kerana ia mengganggu laluan kereta

Instrument: FCI Instrument: FCI -- Q19Q19PSN 2002PSN 2002--FCIFCI

19.Kedudukan dua buah blok pada turutan selamasa 0.20 saat diwakili oleh kotak-kotakbernombor dalam gambarajah di bawah. Blok-blok tersebut sedang bergerak ke kanan.

PSN 2002PSN 2002

Instrument: FCI Instrument: FCI -- Q19Q1919.Adakah ketikanya blok-blok tersebut

mempunyai kelajuan yang sama?

(A)Ya.(B)Ya iaitu pada kedudukan 2.(C)Ya iaitu pada kedudukan 5.(D)Ya iaitu pada kedudukan 2 dan 5.(E)Ya iaitu pada suatu ketika diantara

kedudukan 3 dan 4.


Instrument: FCI Instrument: FCI -- Q21Q21Sebuah roket yang berada di angkasa "hanyut" kekanan dari "a" ke "b" tanpa pengaruh daya luaran. Pada kedudukan "b", enjin roket dihidupkan untuk mendapatkan tujahan (daya terhadap roket) seragamyang bertegak lurus kepada garis "ab". Tujahan inidikekalkan sehingga roket tiba di titik "c".


Instrument: FCI Instrument: FCI -- Q21Q2121. Laluan manakah yang ditunjukkan di bawah

yang akan mewakili pergerakan roket darititik "b" ke titik "c"?


Instrument: FCI Instrument: FCI -- Q22Q2222. Kelajuan roket sewaktu bergerak dari "b" ke "c"(A) adalah seragam.(B) akan sentiasa bertambah.(C) akan sentiasa berkurang.(D) akan bertambah buat seketika dan selepas itu ia

menjadi seragam.(E) adalah seragam buat seketika dan kemudiannya

berkurangan.


Instrument: FCI Instrument: FCI -- Q25Q2525. Seorang wanita mengenakan suatu daya yang

malar secara mendatar terhadap sebuah kotak yang besar. Kotak tersebut kemudiannya bergerak dengan kelajuan “v0” merentasi permukaan lantai. Daya malar yang mendataryang dikenakan oleh wanita tersebut:


Instrument: FCI Instrument: FCI -- Q23Q2323. Pada titik "c", enjin roket

dimatikan. Laluan manakah yang akan diikuti oleh roket selepas titik"c"?


Instrument: FCI Instrument: FCI -- Q23Q23


Instrument: FCI Instrument: FCI -- Q25Q2525. Seorang wanita mengenakan suatu daya yang

malar secara mendatar terhadap sebuah kotak yang besar. Kotak tersebut kemudiannya bergerak dengan kelajuan “v0” merentasi permukaan lantai. Daya malar yang mendataryang dikenakan oleh wanita tersebut:


Instrument: FCI Instrument: FCI -- Q25Q25(A)sama nilainya dengan berat kotak yang ditolak(B)lebih besar nilainya daripada kotak yang ditolak(C)sama nilainya dengan jumlah daya yang

menentang pergerakan kotak(D)lebih besar daripada jumlah daya yang

menentang pergerakan kotak(E)lebih besar daripada kedua-dua iaitu berat kotak

dan jumlah daya yang menentang pergerakankotak


Instrument: FCI Instrument: FCI –– Q30Q30(30)Seorang pemain tenis berjaya memukul bola dengan

raketnya sehingga bola tersebut melepasi jaring danjatuh ke gelanggang lawannya walaupun adanya anginyang kencang. Pertimbangkan daya-daya berikut:

1. 1. Daya ke bawah disebabkan oleh graviti.2. 2. Daya disebabkan oleh “pukulan”.3. 3. Daya yang dikenakan oleh udara.


Instrument: FCI Instrument: FCI –– Q30Q30

Daya-daya manakah yang bertindak terhadap bolatenis selepas ia dipukul dan sebelum ia mencecah tanah?

1. (A) 1 sahaja.2. (B) 1 dan 2.3. (C) 1 dan 3.4. (D) 2 dan 3.5. (E) 1, 2 dan 3


FCI FCI -- ComparedCompared ✝✝✝ Hake’s

Score Trad (14) N=2048

IE (48) N=4458

Gain na na <g> 0.23 0.48 SD 0.04 0.14

Hake, R.R., “ A six-thousand -student survey of mechanics test data for introductory physics courses”, AJP, 66, 64-74 (1998)


FCI FCI -- ComparedComparedFCI %Score MBT %Score * University Code

University FCI %Score Post FCI% Score Gain Mean GainUiTM Mean 21.29 22.23 0.94 0.012

N 1016.00 703.00Std. Deviation 8.40 8.87

UiTM/ADP Mean 38.09N 47.00Std. Deviation 15.26

UKM Mean 22.34 28.87 6.54 0.084N 177.00 74.00Std. Deviation 9.94 14.09

USM Mean 36.53 34.39 -2.14 -0.034N 120.00 202.00Std. Deviation 14.51 15.05

UPM Mean 27.94N 84.00Std. Deviation 13.22

Total Mean 23.35 25.45 2.10 0.027N 1360.00 1063.00Std. Deviation 10.86 12.06


FCI FCI -- ComparedComparedFCI %Score MBT %Score * GFIZCODGFIZCOD FCI %Score Post FCI% Score Gain Mean Gain

1 Mean 40.27 42.44 2.17 0.036N 86.00 60.00Std. Deviation 16.24 15.84





FCI FCI -- ComparedCompared

FCI %Score MBT %Score * GenderGender FCI %Score Post FCI% Score Gain Mean Gain





FCI FCI -- ComparedComparedFCI %Score MBT %Score * Education LevelEducation Level FCI %Score Post FCI% Score Gain Mean Gain

1 Mean 23.11 22.84 -0.27 -0.004N 767.00 601.00Std. Deviation 9.96 9.08






FCI FCI -- ComparedComparedFCI %Score MBT %Score * Type of School AttendedType of School Attended FCI %Score Post FCI% Score Gain Mean Gain





5 Mean 28.18 28.18 0.282N 11.00Std. Deviation 7.21



FCI FCI -- ComparedComparedFCI %Score MBT %Score * SPM SubjectSPM Subject FCI %Score Post FCI% Score Gain Mean Gain





FCI FCI –– YOUR SCOREYOUR SCOREFCI %Score Matrix

FCI %Score MBT% Score1 Mean 40.00 41.00

N 22.00 22.00Std. Deviation 4.08 4.04

Newtonian Thinker thresholdFCI score > 60%

Time to ReflectWhere do you go wrong?

How are your initial beliefs affect your answer?

PSN 2002PSN 2002--ILSILS

ILSILS--Maximize LearningMaximize Learning

Match teaching to favored methods to acquire knowledge

AVOID using pictures to teach the blind

AVOID using audio to teach the deaf

Four domains with 2 styles per domain


ILSILS--Information Handling DomainsInformation Handling Domains

Active 67% Sensing 57%

Reflective 32% Intuitive 42%

Processing Perception

learn best by doing something physical with the information

prefer data and facts.

do the processing in their heads

prefer theories & interpretations of factual information


Visual: 69% Sequential 71%

Verbal 30% Global 28%

Input Understanding

prefer charts, diagrams and pictures.

easily make linear connections between individual steps

prefer the spoken or written word.

must get “big picture” before individual pieces fall into place




Learning Styles Lecture Characteristics

67% Active 32% Reflective (Passive)

57% Sensing 42% Intuitive

69% Visual 30% Verbal 28% Global 71% Sequential

Learning Styles vs. Lecture


ILSILS--EXPERTSEXPERTSIndex of Learning Styles for all experts(Overall)

Negative Balance Positive-1 0 1 Total

Process Count 31 20 51Process % 61 39 100Perceive Count 39 12 51Perceive % 76 24 100Input Count 49 2 51Input % 96 4 100Understand Count 30 1 20 51Understand % 59 2.0 39 100


ILSILS--EXPERTSEXPERTSIndex of Learning Styles for all experts

V NegativeNegative Balance Positive V. Positive-2 -1 0 1 2 Total

Process Count 1 13 32 5 51Process % 2 25 63 10 100Perceive Count 4 15 28 4 51Perceive % 8 29 55 8 100Input Count 19 19 13 51Input % 37 37 25 100Understand Count 5 3 34 8 1 51Understand % 10 6 67 16 2 100


ILSILS--StudentsStudentsIndex of Learning Styles for all students (Overall)

Negative Balance Positive-1 0 1 Total

Process Count 107 2 58 167Process % 64 1 35 100Perceive Count 94 73 167Perceive % 56 44 100Input Count 141 1 25 167Input % 84 1 15 100Understand Count 101 1 65 167Understand % 60 1 39 100


ILSILS--StudentsStudentsIndex of Learning Styles for all students

V NegativeNegative Balance Positive V. Positive-2 -1 0 1 2 Total

Process Count 6 30 114 15 2 167Process % 4 18 68 9 1 100Perceive Count 8 21 115 22 1 167Perceive % 5 13 69 13 1 100Input Count 37 60 62 8 167Input % 22 36 37 5 100Understand Count 3 22 124 16 2 167Understand % 2 13 74 10 1 100

So What do you do with the info?Taylor your teaching style

PSN 2002 PSN 2002 –– Deep LearningDeep Learning

Specific Operational ObjectivesSpecific Operational ObjectivesRelate to Socratic questions

Focus on specific knowledge

Focus on specific skills

Helps to develop deep learning

Helps to solve conceptual and numerical problems

PSN 2002 PSN 2002 –– Deep LearningDeep Learning

Socratic QuestionsSocratic Questions--EgEgWhat is a system?

What are properties?

How are properties related to energy?

What are states?

What causes a process? How to physically change of state?

PSN 2002PSN 2002

Concerns on Learning: Missing LinksConcerns on Learning: Missing Links

ƒAcknowledge that students “have” materials and they “make sense” of it before coming to our physics class.

ƒHelp students confront their incorrect beliefs to induce significant learning.

ƒWays to help students comprehend concepts that they cannot naturally build.

ƒGet students to actively engage in the learning.

PSN 2002PSN 2002

QuotesQuotes

ConfuciousConfucious

I hear and I forget – Visual learner

I see and I remember – Visual learner

I do and I understand - Active & sequential learner

PSN 2002PSN 2002

CHANGECHANGENever comforting but necessary

Reflect the fun & exciting student days

Reflect dry & boring student days

Imitate the good one but improve on the dry ones

PSN 2002PSN 2002--ENDEND

The End??The End??

Only for this session!!

WORKSHOP FOR Women in Science July 25th, 2002 · physics central ideas about force & motion ......

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