Transforming Tertiary Science Education
Status
Completed: 6 March 2013
Project Details
A pilot study to adapt the North American Carl Wieman Science Education Initiative (CWSEI) model to the New Zealand tertiary system. A collaboration involving the University of Canterbury, Massey University, Auckland University and the University of British Columbia.
Aims:
This pilot study aimed to adapt the Carl Wieman Science Initiative model to the New Zealand tertiary system within the geology and biology courses at the University of Canterbury and Massey University.
Methodology:
The methodology of the pilot study featured two stages.
- Stage one gathered baseline data to measure the pre-intervention status of student learning in the classes chosen for the intervention. Data was gathered through mixed methods, including qualitative observations and interviews and quantitative measures of student learning and student attitudes towards science
- Stage two involved the implementation of the Carl Wieman Science Education Initiative model in these courses.
Team
Dr Ben Kennedy
Contact Project Leader
University of Canterbury
Dr Zoe Jordens
Massey University
Dr Rosie Bradshaw
Massey University
Associate Professor Erik Brogt
University of Canterbury
Dr Ewen Cameron
Massey University
Dr Billy O'Steen
University of CanterburyProfessor Carl Wieman
Mentor
The University of British Columbia
Graham Foster
University of Auckland, Physics.Status
Funding
$135,243.00 (excl GST)
Key Findings
- Overall student engagement was very high in Canterbury geology classes.
- Baseline courses with less interactive Wieman-approved activities had lower levels of student engagement than transformed courses.
- Concept tests showed that student learning within a semester was comparable to transformed physics courses in the United States (Hake, 1998).
- Students within geology already had highly expert-like perceptions that showed most significant improvements in the first half of their geology degrees.
- Student interviews and questionnaires showed unanimous support for the use of interactive activities and peer discussion.
Key Recommendations
Clarify learning outcomes | Make learning outcomes clear, both for the lecturer and the students to cull extraneous material and scaffold student learning.
Use interactive activities | Use these activities to improve engagement, develop deeper levels of thinking, and improve learning.
Foster thinking | Intentionally foster 'expert-like thinking' among students in the first few semesters of the degree programme.
Be flexible | Avoid using a one size fits all approach because contextual events, such as earthquakes, are beyond anyone’s control.
A report prepared by Ben Kennedy, Erik Brogt, Zoe Jordens, Alison Jolley, Rosie Bradshaw, Maggie Hartnett, Billy O’Steen, Eva Hartung, Annie Soutter, Gemma Cartwright and Natalie Burr.
(PDF, 1.6 MB, 32-pages).
- 13 March 2013