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
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.
(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.
– 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
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Planning Midterm Assessments
This is Week 4 of the term, and a great time to plan a midterm assessment of how things are going in your class. TEP recommends asking students a few simple questions, with perhaps a few others to address issues specific to your course. Consider asking these questions with an online survey (e.g. through Blackboard):
– What’s working well in the course and helping you learn?
– What constructive suggestions do you have for improving the course?
Once students have completed the survey, thank them and talk about the results in class, even if you won’t be implementing any of their suggestions! This makes the students realize that you actually care what they think, predisposing them to evaluate you favorably in the future. The conversation also makes it more likely that you will follow through on any planned changes. For details on how to implement the survey, please see the TEP website Midterm Feedback page.
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Carl Wieman Science Education Seminars and Reception
Expertise in Physics and How it is Best Learned and Taught
Physics Department Colloquium
100 Willamette Hall
Science Teaching Journal Club – meeting with Carl Wieman
Science literacy Program
12:00 – 1:00pm
240D WIL – OCO Conference Room
Lunch will be provided –
This meeting is full. Contact the Science Literacy Program if you want to be added to the wait list.
Taking a Scientific Approach to Science Education
Science Literacy Program Lecture
Reception with Carl Wieman
Gerlinger Hall Alumni Lounge
For more information about each talk, see our Events page.
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** Do you have job opportunities for positions related to science education that you would like to share? Send them to us at email@example.com. **
If you are interested in science education postdoctoral or faculty positions, here are a few resources.
Physics Education –
Biology Education –
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