Introduction to the US National Academy of Sciences Educational Institutes on

Responsible Science

Alastair Hay and James Stith

Academy of Sciences Malaysia, Kuala Lumpur August 10-11, 2015

Created by Clarissa Dirks and Nancy Connell

Session Objectives

• Participants greet one another • Introducing the main ideas of the workshop • Raise awareness about the ongoing efforts in

teaching responsible conduct (RCS) of science • Discuss responsible conduct of science

training at your own institution

Greetings

Please spend a few minutes in your group greeting each other.

Teaching Responsible Conduct of Science

Science has no global boundaries , nor should science ethics training.

http://www.nccu.edu/academics/sc/artsandsciences/globalstudies/index.cfm

A large group of scientists (Warsaw, 2009) concluded that more contemporary teaching methods should be used to disseminate RCS training.

Why teach responsible conduct of science (RCS)? What are current methods and do they work?

International Committee at the US National Academies

Three core themes

• The development of professionalism in science.

• Conducting research responsibly. • Being part of the responsible scientific

community.

Education Institute on Responsible Science in Kuala Lumpur, Malaysia 2013

First Egyptian Education Institute on Responsible Science in El

Sokhna, Egypt 2015

Mangalore May 2015

Global Efforts

Responsible Conduct of

Science Ethics

(Algeria)

International Institutes

Participants from: Algeria, Egypt, India, Iraq, Jordan, Lebanon, Libya, Malaysia, Morocco, Pakistan, Turkey and Yemen

ASM, Kuala Lumpur – An Introduction to the Concepts

We will Merge Learning Best Practices in Teaching with Responsible Science

http://red-jeep.com/partnership-opportunities/

Discussion

• What are the current efforts in teaching Responsible Conduct of Science (RCS) at your institution?

• What do you think should happen in your institution with respect to teaching RCS?

A Primer on How People Learn: Implications for Teaching & Education Policy

Alastair Hay

Leeds University

James Stith American Institute of Physics

Session Objectives:

List key findings from cognitive research about how people learn

Describe how the testing effect impacts metacognition

Distinguish traits of expert and novice learners

Rank methods that help people learn best based on literature

Research supports…

Evidence for the Efficacy of Active Learning in the Life Sciences

Anderson, W.L., S.M. Mitchell, and M.P. Osgood, Comparison of Student Performance in Cooperative Learning and Traditional Lecture-Based Biochemistry Classes. Biochemistry and Molecular Biology Education., 2005. Armbruster, P., et al., Active Learning and Student-Centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology. CBE - Life Sciences Education., 2009. Armstrong, N., S.-M. Chang, and M. Brickman, Cooperative Learning in Industrial-Sized Biology Classes. CBE - Life Sciences Education., 2007. Born, W.K., W. Revelle, and L.H. Pinto, Improving Biology Performance with Workshop Groups. Journal of Science Education and Technology., 2002. Brauner, A., et al., Open-Ended Assignments and Student Responsibility. Biochemistry and Molecular Biology Education., 2007. Brickman, P., Gormally, C., Armstrong, N. and Hallar, B., Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence. International Journal for the Scholarship of Teaching and Learning, 2009. 3(2). Burrowes, P. and G. Nazario, Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum. Journal of College Science Teaching., 2008. Burrowes, P.A., A Student-Centered Approach to Teaching General Biology That Really Works: Lord's Constructivist Model Put to a Test. American Biology Teacher., 2003. Butler, J.A., Use of Teaching Methods within the Lecture Format. Medical Teacher., 1992. Buxeda, R.J. and D.A. Moore, Transforming a sequence of microbiology courses using student profile data. Microbiology Education, 2000. 1(1): p. 1-6. Caldwell, J.E., Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE - Life Sciences Education., 2007. Casem, M.L., Active Learning Is Not Enough. Journal of College Science Teaching., 2006. Casem, M.L., Student Perspectives on Curricular Change: Lessons from an Undergraduate Lower-Division Biology Core. CBE - Life Sciences Education., 2006. Christianson, R.G. and K.M. Fisher, Comparison of Student Learning about Diffusion and Osmosis in Constructivist and Traditional Classrooms. International Journal of Science Education., 1999. Cliff, W.H. and A.W. Wright, Directed case study method for teaching anatomy and physiology. Advances in Physiology Education, 1996. 15(1): p. 19-28. Cortright, R.N., et al., Student retention of course content is improved by collaborative-group testing. Advances in Physiology Education, 2003. 27: p. 102-108. Cortright, R.N., H.L. Collins, and S.E. DiCarlo, Peer Instruction Enhanced Meaningful Learning: Ability to Solve Novel Problems. Advances in Physiology Education., 2005. Daempfle, P.A., Instructional Approaches for the Improvement of Reasoning in Introductory College Biology Courses: A Review of the Research. 2002. D'Avanzo, C., Biology Concept Inventories: Overview, Status, and Next Steps. BioScience., 2008. 39(11): p. 952-978. Dirks, C. and M. Cunningham, Enhancing Diversity in Science: Is Teaching Science Process Skills the Answer? CBE - Life Sciences Education., 2006. 5(3): p. 218-226. Ebert-May, D., C. Brewer, and S. Allred, Innovation in Large Lectures--Teaching for Active Learning. BioScience., 1997.

Fonseca, A., C.I. Extremina, and A. Freitas da Fonseca. Concept Mapping: A Strategy for Meaningful Learning in Medical Microbiology. in First International Conference on Concept Mapping. 2004. Pamplona Spain. Francom, G., et al., Biology 100: A Task-Centered, Peer-Interactive Redesign. TechTrends: Linking Research and Practice to Improve Learning., 2009. Freeman, S., et al., Prescribed Active Learning Increases Performance in Introductory Biology. CBE - Life Sciences Education., 2007. Froyd, J., Evidence for the Efficacy of Student-Active Learning Pedagogies. 2008, Texas A&M University: College Station. p. 1-20. Gehring, K.M. and D.A. Eastman, Information Fluency for Undergraduate Biology Majors: Applications of Inquiry-based Learning in a Developmental Biology Course. CBE - Life Sciences Education., 2008. Goodwin, L., J.E. Miller, and R.D. Cheetham, Teaching Freshman to Think: Does Active Learning Work? BioScience., 1991. 41(10): p. 719-722. Halme, D.G., et al., A Small-Scale Concept-Based Laboratory Component: The Best of Both Worlds. CBE - Life Sciences Education., 2006. Harris, M.A., et al., A Combination of Hand-Held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning. CBE - Life Sciences Education., 2009. Hoffman, E.A., Successful Application of Active Learning Techniques to Introductory Microbiology. Microbiology Education, 2001. 2(1): p. 5-11. Hoffman, K., et al., Problem-Based Learning Outcomes: Ten Years of Experience at the University of Missouri-Columbia School of Medicine. Academic Medicine, 2006. 81(7): p. 617-625. Hufford, T.L., Increasing Academic Performance in an Introductory Biology Course. BioScience., 1991. Huxham, M., Learning in Lectures: Do 'Interactive Windows' Help? Active Learning in Higher Education., 2005. Johnson, M.A. and A.E. Lawson, What Are the Relative Effects of Reasoning Ability and Prior Knowledge on Biology Achievement in Expository and Inquiry Classes? Journal of Research in Science Teaching., 1998. Kitchen, E., et al., Teaching Cell Biology in the Large-Enrollment Classroom: Methods to Promote Analytical Thinking and Assessment of Their Effectiveness. Cell Biology Education., 2003. Klappa, P., Promoting Active Learning through "Pub Quizzes"--A Case Study at the University of Kent. Bioscience Education., 2009. Klionsky, D.J., Constructing Knowledge in the Lecture Hall. Journal of College Science Teaching., 2002. Knight, J.K. and W.B. Wood, Teaching More by Lecturing Less. Cell Biology Education., 2005. Lawson, A., et al., Evaluating College Science and Mathematics Instruction: A Reform Effort That Improves Teaching Skills. Journal of College Science Teaching., 2002. Libarkin, J., Concept Inventories in Higher Education Science, in A manuscript prepared for the National Research Council Promising Practices in Undergraduate STEM Education Workshop 2. 2008: Washington, D.C. Lord, T.R. Is the Final Grade in College Biology a True Measure of Student Knowledge? 1988. Marbach-Ad, G. and P.G. Sokolove, Can Undergraduate Biology Students Learn To Ask Higher Level Questions? Journal of Research in Science Teaching., 2000. Marbach-Ad, G. and P.G. Sokolove, The Use of E-Mail and In-Class Writing To Facilitate Student-Instructor Interaction in Large-Enrollment Traditional and Active Learning Classes. Journal of Science Education and Technology., 2002. Marrs, K.A. and G.W. Chism, III, Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom. Journal of Food Science Education., 2005. McCrindle, A.R. and C.A. Christensen, The Impact of Learning Journals on Metacognitive and Cognitive Processes and Learning Performance. Learning and Instruction., 1995. McDaniel, C.N., et al., Increased Learning Observed in Redesigned Introductory Biology Course that Employed Web-Enhanced, Interactive Pedagogy. CBE - Life Sciences Education., 2007.

Tessier, J., Small-group peer teaching in an introductory biology classroom. Journal of College Science Teaching, 2007. 36(4): p. 64-69. Tessier, J., Using peer teaching to promote learning in biology. Journal of College Science Teaching, 2004. 33(6): p. 16-19. Traver, H.A., et al., Student Reactions and Learning: Evaluation of a Biochemistry Course That Uses Web Technology and Student Collaboration. Biochemistry and Molecular Biology Education., 2001. Trempey, J.E., M.M. Skinner, and W.A. Siebold, Learning microbiology through cooperation: Designing cooperative learning activities that promote interdependence, interaction, and accountability. Microbiology Education, 2002. 3(1): p. 26-36. Udovic, D., et al., Workshop Biology: Demonstrating the Effectiveness of Active Learning in an Introductory Biology Course. Bioscience., 2002. Walker, J.D., et al., A Delicate Balance: Integrating Active Learning into a Large Lecture Course. CBE - Life Sciences Education., 2008. Wilke, R.R., The effect of active learning on student characteristics in a human physiology course for nonmajors. Advances in Physiology Education, 2003. 27: p. 207-223. Windschitl, M. Student Epistemological Beliefs and Conceptual Change Activities: How Do Pair Members Affect Each Other? 1997. Wood, W.B., Innovations in teaching undergraduate biology and why we need them. Annual Review of Cell and Developmental Biology, 2009. 25: p. 93-112. Wright, R., Learning cell biology as a team: A project-based approach to upper-division cell biology. Cell Biology Education, 2002. 1: p. 145-153. Yarden, H., G. Marbach-Ad, and J.M. Gershoni, Using the Concept Map Technique in Teaching Introductory Cell Biology to College Freshmen. Bioscene: Journal of College Biology Teaching., 2004.

91% of studies indicated a positive impact of active learning

J. Bransford, National Research Council 1999

3. Address students’ alternative conceptions using active learning

Three major findings:

2. Build both a deep foundation of factual knowledge AND a strong conceptual framework

1. Expert learners have the ability to monitor their own learning (metacognition)

Benefits of studying vs

Benefits of testing

Roediger & Karpicke (2006)

Study Study Study Study

Study Test Test Test

Final Test

Final Test

5 mins

…

1 week

5 mins

…

1 week

Benefits of studying?

5 mins 5 mins 5 mins 5 mins

5 mins 5 mins 5 mins 5 mins

Roediger & Karpicke (2006)

3.00

3.50

4.00

4.50

5.00

5.50

6.00

SSSS STTTRa

ting

(1-7

)

Benefits of studying testing

0.000.100.200.300.400.500.600.700.800.901.00

5 mins 1 week

Prop

orti

on R

ecal

led

Retention Interval

SSSSSTTT

Rate: How much will you remember in one week’s time?

Likert scale: not very well to very well

Roediger & Karpicke (2006)

Understanding memory

• Information is not stored like a literal video tape New information is related to old information

• Memories are not retrieved by hitting a ‘playback’ button Retrieval involves a reconstructive process (Bartlett,

1932)

• Retrieval itself has consequences for our memories Retrieval is a ‘memory modifier’ (Bjork, 1994)

There is value to conceptual frameworks vs. knowledge alone.

Adopted from How People Learn, & Chase & Simon 1973

The chessboard challenge

Can you correctly place the 25 chess pieces?

0

5

10

15

20

25

1 2 3 4 5 6 7

# pi

eces

cor

rect

ly

reca

lled

Trial number

MasterClass ABeginner

Chess masters – Class A players – Beginners

Board #2 Board #1

Board #2

0

5

10

15

20

25

0 1 2 3 4 5 6 7#

piec

es c

orre

ctly

reca

lled

trials

Master

Class A

Beginner

The Nature of Expertise:

• Experts organize their knowledge into a framework • Experts notice and remember large amounts of complex information in their discipline after short exposures to a new situation

8 2 5 4 6 9 3 7 1

Take a minute and try to learn the symbols associated with each of the numbers below

Draw the shapes associated with the individual numbers 6 1 4 9

How did you do?

6 1 4 9

Would it be easier if you knew the conceptual framework?

1 2 3 4 5 6 7 8 9

Seeing the framework in the material can make learning easier and more effective.

Science of Learning

Source: Tokuhama-Espinosa, T. 2009. The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom. Teachers College Press

•Audio-visual •Demonstration •Discussion •Lecture •Practice •Reading •Teaching each other

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7

Aver

age

Rete

ntio

n Ra

te o

f Con

tent

Science of Learning

Source: Tokuhama-Espinosa, T. 2009. The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom. Teachers College Press

•Audio-visual •Demonstration •Discussion •Lecture •Practice •Reading •Teaching each other

0

10

20

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7

lecture reading

teaching each other

practice

discussion

demonstration

audio-visual

Aver

age

Rete

ntio

n Ra

te o

f Con

tent

student is active

instructor is active

Take Home Message:

The person doing the talking is doing the

learning!

In this session we have:

Listed key findings from cognitive research about how people learn

Described how the testing effect impacts metacognition

Distinguished traits of expert and novice learners

Ranked methods that help people learn best based on literature

EXAMPLE:A Low Tech Individual Response

system.!

A) Yes

B) No

Use the cards provided to answer the following question-Blue for yes, Green for no.

Have you used an individual response system before?

A) 1-10

B) 11-25

C) 25-100

D) 101-500

E) 501-1500

For those of you who teach, approximately how large is the largest class that you teach?