Carl Wieman

6th January 2015 at 3:48 pm

The Science Literacy Program (SLP) has the great privilege of hosting Nobel Laureate Carl Wieman on February 5th and 6th, 2015. Dr. Wieman is a Professor of Physics and of the Graduate School of Education at Stanford University and founded the Carl Wieman Science Education Initiative at the University of British Columbia. He also served as Associate Director of Science in the White House Office of Science and Technology Policy. He is a leader in the study of science teaching and has written extensively about the national direction of STEM education reform.

While at the University of Oregon, Carl Wieman will give two seminars and will be our guest at a reception in his honor.

Date:  Thursday, February 5, 2015
Even: Physics Department Colloquium
Title:  Expertise in Physics and How it is Best Learned and Taught
Speaker:  Carl Wieman, Stanford University
Place:  100 Willamette Hall
Time:  4:00 – 5:00 p.m. – preceded by coffee, tea, and cookies at 3:40 in the Willamette Atrium.
Host:  Michael Raymer, Physics Department and Co-PI Science Literacy Program
Abstract:
I will discuss how research has illuminated what it means to “think like an expert” (i.e. have expertise), and how those abilities are developed.  I will move from cognitive psychology studies of expertise in general to the specific elements of physics expertise and research on both measuring and teaching physics expertise at a variety of levels.  This will elucidate the essential roles in the learning process of both content expertise of the teacher and specific cognitive activities of the students; providing guiding principles for effective ways to teach physics for all levels and contexts.

Date: Friday, February 6, 2015
Event: Science Teaching Journal Club – meeting with Carl Wieman
Place: 240D WIL – OCO Conference Room
Time: 12:00 – 1:00pm
Lunch will be provided –
This meeting is full. Contact the Science Literacy Program if you want to be added to the wait list.

Date: Friday, February 6, 2015
Event: Science Literacy Program Lecture
Title: Taking a Scientific Approach to Science Education
Speaker:  Carl Wieman, Stanford University
Place: 182 Lillis
Time: 3:00-4:00pm
Host: Science Literacy Program
Abstract:
Guided by experimental tests of theory and practice, science and engineering has advanced rapidly in the past 500 years.  Guided primarily by tradition and dogma, science education meanwhile has remained largely medieval.  Research on how people learn is now revealing much more effective ways to teach and evaluate learning than what is in use in the traditional science class.  The combination of this research with information technology is setting the stage for a new approach to teaching and learning that can provide the relevant and effective science education for all students that is needed for the 21st century.  I will also cover more meaningful and effective ways to measure the quality of teaching. Although the focus of the talk is on undergraduate science teaching, where the data is the most compelling, the underlying principles come from studies of the general development of expertise and apply widely.

Reception for Carl Wieman
Date: Friday, February 6, 2015
Place: Gerlinger Hall Alumni Lounge
Time: 4:00-5:30pm
Host: Science Literacy Program

Information will be updated as it becomes available. Join our email list to receive updates about Dr. Wieman’s visit and other SLP news.

Check our Events page for updates.


SLP Mission Statement

4th January 2015 at 3:07 pm

The University of Oregon Science Literacy Program (SLP) makes a real-world difference in the lives of UO students by building science literacy among undergraduate non-science majors, giving science students mentored teaching opportunities to implement active learning, and providing faculty with teaching professional development.

SLP offers General Education courses for non-science students that promote student-centered teaching and communication of science where non-science majors are empowered to consider scientific approaches to societal issues and have the opportunity to learn how to process and critique scientific information. Graduate students and undergraduate students in the sciences have mentored teaching opportunities where they learn the theory and practice of scientific teaching and effectively communicating ideas to audiences of non-scientists.  The program enables and assists faculty in improving teaching techniques using evidence-based pedagogy focusing on science literacy.


Journal Club Winter 2015 Week 4

27th January 2015 at 3:40 pm

For Thursday, we will continue with our work on Chapter 4: Quantitative Methods from Discipline-Based Education Research: A Scientist’s Guide, by S. J. Slater, T. F. Slater, and J. M. Bailey. Before Thursday, please read about four statistical tests that we will use in our session. Wikipedia seems to have the information you will need for the session.
1. Point-biserial-correlation coefficient for item discrimination
2. Cronbach’s alpha for internal consistency of test questions
3. Gain, normalized student gain, average normalized gain (use this instead of wikipedia
http://www.uccs.edu/lbecker/gainscore.html)
4. T-test

Also look at your favorite statistical analysis package to see if it has these tests already built in. Please contact Julie Mueller or Heather Borland for a PDF copy of this week’s chapter.


For Friday, we will take a field trip the UO Museum of National and Cultural History to explore ways that the museum could be integrated into a course. Please read two articles and meet at the lobby of the UO MNCH

Chesebrough, D.E. (2014) University-Science Center Partnering in Ohio.
http://www.informalscience.org/perspectives/blog/university-science-center-partnering-in-ohio
(December 15, 2014).

Bamberger, Y., & Tal, T. (2007). Learning in a personal context: Levels of choice in a free choice learning environment in science and natural history museums.Science Education, 91(1), 75-95.
http://onlinelibrary.wiley.com/store/10.1002/sce.20174/asset/20174_ftp.pdf?v=1&t=i5ed2tda&s=9e0bb660bfde197980dfe0f4e0ef80f567ac1a6b

– Thursday 9:00am in LISB 317 facilitated by Julie Mueller, TEP and Elly Vandegrift, SLP
– Friday 12:00pm MNCH facilitated by Elly Vandegrift, SLP

We look forward to seeing you there!
Julie and Elly

See past reading selections in our Journal Club section and in our Bibliography section.


Journal Club Winter 2015 Week 3

19th January 2015 at 11:12 pm

For Thursday, we will investigate some of the quantitative statistical methods used in analysis of DBER data. To prepare, please read Chapter 4: Quantitative Methods from Discipline-Based Education Research: A Scientist’s Guide, by S. J. Slater, T. F. Slater, and J. M. Bailey.

We have decided to select only a few chapters from the book to use in journal club this term, so we have not asked the bookstore to make another attempt to order it. Instead, please contact Julie Mueller or Heather Borland for a PDF copy of this week’s chapter.

For Friday, we will read contrasting accounts of using cell phones in class  Tessier, J. T. (2014). Eliminating the Textbook: Learning Science With Cell Phones. Journal of College Science Teaching44(2).
http://static.nsta.org/files/jcst1402_46.pdf

Kuznekoff, J. H., & Titsworth, S. (2013). The impact of mobile phone usage on student learning. Communication Education62(3), 233-252.
http://www.tandfonline.com/doi/pdf/10.1080/03634523.2013.767917
Also available here
http://cobweb.cs.uga.edu/~eileen/1730/Readings/ImpactMobilePhoneUsage.pdf

Additional references on classroom cell phone use can be read here Weimer, M. 2012. Students think they can multitask.  Here’s proof they can’t. Faculty Focus Blog.
http://www.facultyfocus.com/articles/teaching-professor-blog/multitasking-confronting-students-with-the-facts/


Journal Club Winter 2015 Week 2

13th January 2015 at 12:49 pm

Thursday and Friday
This week we will read about a teaching practices inventory developed by Carl Wieman who will be visiting the UO in February. More information about his visit will be forthcoming.

Wieman, C., & Gilbert, S. (2014). The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science. CBE-Life Sciences Education, 13(3), 552-569.
http://www.lifescied.org/content/13/3/552.full.pdf+html

The Discipline-Based Education Research: A Scientist’s View book has not yet arrived. We are working to expedite the process. In the meantime we would like both Thursday and Friday to read the same article.