Technology Transforming Math & Science Education

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Centre for Science Education – Aarhus UniversityTechnology TransformingMath & Science Education:Are We There Yet?Dr. Marina Milner-BolotinMarch 23, 2015

AcknowledgementsUBC TLEF support 2012-20152

Does technologypresenceguaranteeimproved studentlearning?3

Dr. Marina Milner-Bolotin Assistant Professor inScience Education, UBC, Canada Department of Curriculum &Pedagogy e-mail: Web site:

My Science EducationTrajectoryV-scope5

Our Science EducationTrajectoryFrom world renowned “schoolsof physics” led by Bohr,Landau, etc. to the massproduction of students in largecourses 66

Science Education in CanadaScience ExposureK-12ElemSecondUniversityB. ScienceOther fields7

Teacher Education in CanadaBachelor Subject B.Ed.Elem.B.A.B.Ed.SecondaryB.Sc.B.Ed.8

Teacher Education in Canada9

Gates’ Foundation 2015Report (January 2015)This framework identifies twodistinct segments that accountfor over 40% of the faculty andare well poised to be adopters oftechniques, tools, and behaviorswhich will benefit students. Ofthis entire group, half are alreadyadopting some emergingpractices, and may serve asexemplars to others. (p. 5)[FTI Consulting. (2015). U.S. Postsecondary Faculty in 2015: Diversity inpeople, goals and methods, but focused on students: FTI Consulting.]10

Our Research on TechnologyUse in Science Education1. Peer Instruction (clickers)2. Collaborative student work (PeerWise)3. Live Data collection and analysis (Logger Pro)4. Computer simulations (PhET)11

I. Peer InstructionElectronic response systems (clickers) in scienceclassrooms

Peer Instruction

PI: Challenging AssumptionsAnswers given by pre-service physics teachers

Peer Instruction Example

Peer Instruction in ents: Physics Teacher-Candidates10

Math & Science Teaching &Learning through Technology

Navigating the Resource

Navigating the ca/

QuestionTitlea PulleyBlocks andTwo blocks are connected via a pulley. The blocks are initially at rest asblock m1 is attached to a wall. If string A breaks, what will the accelerationsof the blocks be? (Assume friction is very small and strings don’t stretch)Am1A. a1 0; a2 0BB. a1 g ; a2 gC. a1 0; a2 gm2D. a1 g ; a2 0E. None of the aboveWhy are the assumptions above important?

CommentsSolutionAnswer: EJustification: None of the above answers is correct. Consider twoblocks as one system: one can see that the system has a mass of(m1 m2), while the net force pulling the system down is m1g.Therefore, applying Newton’s second law, one can see that theacceleration of the system must be less than g: am2 g ( m1 m2 )m2g g( m1 m2 )Some people think that the acceleration will be g. They forget thatthe system consists of two blocks (not just m1) and the only pullingforce is m1g. Thus the system is NOT in a free fall. Compare thisquestions to the previous one to see the difference.

II. PeerWise Online System

Technology-Enhanced ActiveEngagement IntegrationPeer Instructionmodeled in every classPeerWise used to design, critique,respond to Conceptual Questions as acommunity of future teachers

PeerWise Pedagogy[Res. & Pract. in Math, Sci. & Techn. Ed., 2013. 1(5):p. 525-544.][Physics in Canada., 2014, 70(3): p. 149-150]

III: Live Data Collection &Analysis2007, Journal of College Science Teaching, 36(4), 45-49.2008, The Physics Teacher, 46(8), 494-500.

Example: Demos vs.Interactive Lecture Experim’sOnly 25% of the studentschose the correct response.59% chose the incorrectresponse (D).[ M. Milner-Bolotin et al, Journal of College Science Teaching,March 24, 2015CAP Congress Saskatoon 2007January-February2007, pp.45-49.]26

Pedagogy: InteractiveLecture ExperimentStudents work in smallgroups, collect necessarydata, come up with theanalysis and solutionand then check if theiranswer is meaningfulusing in-class liveexperiment (datacollection).Traditional lecture demonstrations are replaced by Interactive Lecture ExperimentsMarch 24, 201527

Post-Instruction ResultsMarchMarch24, 201524, 2015CAP Congress Saskatoon 20072828

Making Science RelevantWhy do you sometimes feellighter and sometimes heavierin an elevator?A water jar was placed on aforce plate inside a movingelevator: weight and apparentweight problemMarchMarch24, 201524, 201529

IV: Computer Simulations

Developing Science IntuitionSimulations help develop physics intuition via testingexperimentally different scenarios – WHAT IF ?(Think critical thinking).T 2πMarch 24, 2015lgWe can place thependulum on Moon,Earth, Jupiter or evenPlanet X 31

Conclusions: Deliberate PedagogicalThinking with TechnologyTechnology opens unprecedented opportunities foreducators, but we have just scratched the surface.We have to explore how to use it to promotemeaningful science education. Teacher educationboth at K-12 and post-secondary levels should modeleffective research-based uses of technology.

UBC Science TeacherEducation


Technology Transforming Math & Science Education: Are We There Yet? Centre for Science Education - Aarhus University. Acknowledgements. UBC TLEF support 2012-2015. 2. Does technology . meaningful science education. Teacher education both at K-12 and post-secondary levels should model effective research-based uses of technology. UBC Science .

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