[tips] What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics?

[Richard Hake]

Does TIPS employ a censor who deletes improper posts from the archives?

Yesterday, 28 March 2015, I transmitted this post to TIPS for the second time 
but as of today, 29 March 2015, it had not shown up on the archives at 
http://bit.ly/lYBQCu. Here's a THIRD try:

Some subscribers to TIPS might be interested in the following two articles on 
the possibility of psychology education researchers learning from physics 
education researchers [Note: if clicking on any of the URLs below yields code 
then click on  View/Reload Page]:

Hake, R.R.  2015a. What Might Psychologists Learn from the Scholarship of 
Teaching and Learning in Physics? online as a 246 KB pdf at 
http://bit.ly/19MnIta; accepted for publication in the March 2015 issue of 
the Journal of Teaching and Learning in Psychology  http://bit.ly/18RMcA7 . 
This is a *weak* version of my article that's been eviscerated by being forced 
into conformity with the overly prescriptive APA style.
Hake, R.R.  2015b. What Might Psychologists Learn from the Scholarship of 
Teaching and Learning in Physics? online as a 393 KB pdf at 
http://tinyurl.com/pa2yltu; submitted on 18 Feb 2015 to the Journal of 
Teaching and Learning in Psychology http://bit.ly/18RMcA7. This is a 
*strong*  version of my article that was rejected because (a) the editors 
thought that it was too long, and (b) it failed to adhere to the overly 
prescriptive dictates of APA Style.

Key phrases: Teaching and Learning, Psychologists, APA Style, APS Style, Regan 
Gurung, Eric Landrum, SoTL

Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd5
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[tips] What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics?

[Richard Hake]

Some subscribers to TIPS might be interested in the following two articles on 
the possibility of psychology education researchers learning from physics 
education researchers [Note: if clicking on any of the URLs below yields code 
then click on  View/Reload Page]:

Hake, R.R.  2015a. What Might Psychologists Learn from the Scholarship of 
Teaching and Learning in Physics? online as a 246 KB pdf at 
http://bit.ly/19MnIta; accepted for publication in the March 2015 issue of 
the Journal of Teaching and Learning in Psychology  http://bit.ly/18RMcA7 . 
This is a *weak* version of my article that's been eviscerated by being forced 
into conformity with the overly prescriptive APA style.
Hake, R.R.  2015b. What Might Psychologists Learn from the Scholarship of 
Teaching and Learning in Physics? online as a 393 KB pdf at 
http://tinyurl.com/pa2yltu; submitted on 18 Feb 2015 to the Journal of 
Teaching and Learning in Psychology http://bit.ly/18RMcA7. This is a 
*strong*  version of my article that was rejected because (a) the editors 
thought that it was too long, and (b) it failed to adhere to the overly 
prescriptive dictates of APA Style.

Key phrases: Teaching and Learning, Psychologists, APA Style, APS Style, Regan 
Gurung, Eric Landrum, SoTL

Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd5 

 
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[tips] What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics?

[Richard Hake]

Some subscribers to TIPS might be interested in an article What Might 
Psychologists Learn from the Scholarship of Teaching and Learning in Physics? 
[Hake (2014)]

 The ABSTRACT reads:

 ***

In this article I:

 (a) note that some physicists have been engaged in the Scholarship of 
Teaching and Learning  (SoTL) for over four decades; 

 (b) discuss evidence from SoTL in physics for the approximately 
two-standard-deviation superiority in average pre-to-post-course normalized 
gains in conceptual understanding for interactive engagement over 
traditional passive-student lecture methods;

 (c) list some crucial operational definitions; 

 (d) present accolades from biologists, economists, and mathematicians for SoTL 
in physics;

 (e) discuss an apparent deficiency of SoTL in psychology: the missing 
Psychology Concept Inventory;

 (f) list 14 hard won lessons from SoTL in physics that may be of value to 
psychologists;

 (g) conclude from all the above that it's conceivable that psychologists might 
learn something from SoTL in physics.

**

 

To access the complete 312 kB article please click on http://bit.ly/1wN58pS.

 

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

 

 REFERENCES [URLs shortened by http://bit.ly/ and accessed on 31 Oct 2014.]

Hake, R.R. 2014. What Might Psychologists Learn from the Scholarship of 
Teaching and Learning in Physics submitted to Scholarship of Teaching and 
Learning in Psychology http://bit.ly/1rzcwUo on 28 Oct 2014; online as 312 
kB pdf at http://bit.ly/1wN58pS. The abstract and link to the complete post 
are being transmitted to several discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/1E8xAXI with a provision for comments. 

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Re:[tips] Scientific American Article on Educational Research and Evaluation

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: 
Scientific American Article on Educational Research and Evaluation [Hake 
(2014)]. The abstract reads:

 

ABSTRACT: EvalTalk's David Colton wrote at http://bit.ly/1vuEiDu (my inserts 
at . . . . . . .[[insert]] . . . . . . . . . 

 A decade ago, the 'American Evaluation Association' . . . . . 
[[http://bit.ly/1s1m5Mb]]. . . . issued a position paper . . . . . .[[(AEA, 
2003) at http://bit.ly/1tgrYsI,  highly critical of ]]. . . . . . . . the 
U.S. Dept. of Education's (USDE's) decision to award research grants based on 
methodology, with experimental and quasi experimental designs given funding 
prior over other approaches . . . . . . .[[experimental is RCT enthusiasts' 
code for methodology utilizing Randomized Control Trails (RCTs)]]. . . .  So 
I was very interested in an article in this month's 'Scientific American' which 
describes the results of this process ten years out: 'The Science of Learning' 
. . . . . . .[[Kantrowitz (2014), re-titled in the online version Scientists 
Bring New Rigor to Education Research and online at http://bit.ly/1v23502]]. 
. . . . . . . .

 In the present post I excerpt and annotate 8 noteworthy passages from 
Kantrowitz's article dealing with e.g., the RCT debate http://bit.ly/1vV222A; 
the What Works Clearing House http://ies.ed.gov/ncee/wwc/; the Institute 
of Education Sciences (IES) http://ies.ed.gov/; Paulo Blikstein's FabLab 
at Stanford http://bit.ly/1yIcekw; teacher evaluation 
http://bit.ly/1xm6R6b, class size http://bit.ly/1naRX27; student engagement 
http://bit.ly/9484DG, discovery learning http://bit.ly/1snHAK3, Grover 
Whitehurst  http://bit.ly/RIcEz4, Finnish Lessons http://bit.ly/JpU9fD; 
and Finnishing Touches http://bit.ly/Ixkqa7.

**

 To access the complete 131 kB post please click on http://bit.ly/1smsIKA.

 Richard Hake, Emeritus Professor of Physics, Indiana University. LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; 
Bloghttp://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; 
GooglePlushttp://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked 
Inhttp://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 10 Oct 2014.]

Hake, R.R.  2014, Re: Scientific American Article on Educational Research and 
Evaluation, online onthe OPEN! AERA-L archives at http://bit.ly/1smsIKA. The 
abstract and link to the complete post are being transmitted to several 
discussion lists and are also onmy blog Hake'sEdStuff at 
http://bit.ly/1D27ODP.
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Re:[tips] Teaching and Learning

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: 
Teaching and Learning [Hake (2014)].  The abstract reads:



ABSTRACT: GS Chandy (2014) in his Math-Teach post titled Re: Khan Academy 2.0 
at http://bit.ly/1tGPvAN wrote: At its core, teaching has to be about 
helping the student to learn.

 To which math education guru Robert Hansen responded at 
http://bit.ly/YYpwJJ: teaching is about teaching things. That is pedagogy. 
In an ideal world, every student would be able to learn every thing the teacher 
teaches. It is only (relatively) recently that teaching took on the role of 
learning, or better known as remediation, and quite frankly, not only does it 
suck at it, the more you make teaching about learning, the less you make it 
about teaching, until such point, it isn't about teaching at all. Or learning.

 For a more informed view of the relationship of teaching to learning see 
From Teaching to Learning: A New Paradigm for Undergraduate Education ]Barr 
 Tagg (1995)] at http://bit.ly/8XGJPc. They wrote: A paradigm shift is 
taking hold in American higher education. In its briefest form, the paradigm 
that has governed our colleges is this: A college is an institution that exists 
*to provide instruction*. Subtly but profoundly we are shifting to a new 
paradigm: A college is an institution that exists *to produce learning*. This 
shift changes everything. It is both needed and wanted.

 

 To access the complete 41 kB post please click on http://bit.ly/VQx4MP.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

Boy #1: I taught my dog to whistle.

Boy #2: I don't hear him whistling.

Boy #1: I said I taught him.  I didn't say he learned it.

 - Cartoon at http://bit.ly/1rCyR71

 

 REFERENCES [URLs shortened by http://bit.ly/ and accessed on 28 Aug 2014.]

Hake, R.R.  2014. Re: Teaching and Learning online on the OPEN! AERA-L 
archives at http://bit.ly/VQx4MP. The abstract and link to the complete post 
are being transmitted to several discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/VTuGEG.

  

 

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[tips] Piaget's Stages? #2

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post 
Piaget's Stages? #2 [Hake (2014)]. The abstract reads:

 *

ABSTRACT: Eric Nelson's (2014a) post Piaget's Stages? of 7 August 2014 on the 
CLOSED! PhysLrnR archives at http://bit.ly/1orXcKo initiated a thread which 
on 12 August 07:36-0700 had grown to 23 posts on the PhysLrnR archives at 
http://bit.ly/nG318r.

 [NOTE: To access the archives of PhysLnR one needs to subscribe :-(, but that 
takes only a few minutes by clicking on http://bit.ly/nG318r and then 
clicking on Subscribe or Unsubscribe.  If you're busy, then subscribe using 
the NOMAIL option under Miscellaneous. Then, as a subscriber, you may 
access the archives and/or post messages at any time, while receiving NO MAIL 
from the list!]

 In one of the 23 posts, now updated and placed online on the OPEN! AERA-L 
archives at http://bit.ly/Y8ZumO, I point to generally laudatory opinions on 
Piaget's work by experts Philip Adey, John Anderson, Howard Gardner, Alan Kay, 
Anton Lawson, Robert Sternberg, Ernst von Glasersfeld, and David Klahr. 

 In addition, aside from his initializing post, Nelson (2014b,c) made two other 
contributions at http://bit.ly/1ouGsSQ and http://bit.ly/1uP1Zp7 in which 
he pointed to the work of Kirschner, Sweller,  Clark (KSC) as the definitive 
word from cognitive science on pedagogical methods. However, not everyone would 
agree with Nelson's tribute to KSC, as I indicated in Vague Labels for 
Pedagogical Methods Should Be Supplemented with Operational Definitions and 
Detailed Descriptions [Hake (2014b)] at http://bit.ly/1jPnKxo.

*

 

 To access the complete 61 kB post please click on http://bit.ly/Ya4c3G.

 

Richard Hake, Emeritus Professor of Physics, Indiana University. LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 When we say force is the cause of motion we talk metaphysics, and this 
definition, if we were content with it, would be absolutely sterile. For a 
definition to be of any use, it must teach us to measure force; moreover, that 
suffices; it is not at all necessary that it teach us what force is in itself, 
nor whether it is the cause or the effect of motion. - Henri Poincaré (1905)

 

 REFERENCES [URLs shortened by http://bit.ly/ and accessed on 14 Aug 2014.]

Hake, R.R.  2014. Piaget's Stages? #2, online on the OPEN! AERA-L archives at 
http://bit.ly/Ya4c3G. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog Hake'sEdStuff 
at/http://bit.ly/1l7zhQ3.

 Poincaré, H. 1905. Science and Hypothesis, Walter Scott Publishing; online 
at http://bit.ly/9hVfA8 thanks  to the Mead Project. A Wikipedia entry on 
Poincaré is at http://bit.ly/b4jGVS.

 

 

 

 

 
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[tips] Can the Cognitive Impact of Calculus Courses be Enhanced? Updated on Aug 2014

[Richard Hake]

Some subscribers to TIPS might be interested an essay Can the Cognitive Impact 
of Calculus Courses be Enhanced? Updated on Aug 2014 from a Talk at USC on 24 
April 2012 [Hake (2014)]. The abstract reads:

 ***

ABSTRACT: I discuss the cognitive impact of introductory calculus courses after 
the initiation of the NSF's calculus reform program in 1987. Topics discussed 
are:

A. What's calculus?

B. Calculus, language of nature and gateway to science, technology, 
engineering, and mathematics.

C. A typical calculus-course problem (even dogs can solve it).

D. NSF's calculus reform effort, initiated in 1987.

E. Assessments bemoan the lack of evidence of improved student learning.

F. A glimmer of hope – the Calculus Concept Inventory (CCI).

G. Typical question of the CCI type (dogs score at the random guessing level).

H. Impact of the CCI on calculus education – early trials.

I. Conclusion.

J. Appendix #1: The Lagrange Approach to Calculus.

K. Appendix #2: Math Education Bibliography.

I conclude that Epstein's CCI may stimulate reform in calculus education, but, 
judging from the physics education reform effort, it may take several decades 
before widespread improvement occurs - see the review The Impact of Concept 
Inventories On Physics Education and Its Relevance For Engineering Education 
[Hake (2011c)] at http://bit.ly/nmPY8F (8.7 MB).

With over 500 references and over 600 hot links this report can serve as a 
window into the vast literature relevant to calculus reform.

***

 To access the complete 2.8 MB essay please click on http://bit.ly/1B9dyvD.

 Richard Hake, Emeritus Professor of Physics, Indiana University. LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

REFERENCES [URL shortened by http://bit.ly/ and accessed on 11 Aug 2014.]

Hake, R.R. 2014.  Can the Cognitive Impact of Calculus Courses be Enhanced? 
Updated on Aug 2014 from a Talk at USC on 24 April 2012, online at 
http://bit.ly/1B9dyvD.The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog Hake'sEdStuff 
at http://bit.ly/1uj8K52.


Mathematics is the gate and key of the sciences. . . .Neglect of mathematics 
works injury to all knowledge, since he who is ignorant of it cannot know the 
other sciences or the things of this world. And what is worse, men who are thus 
ignorant are unable to perceive their own ignorance and so do not seek a 
remedy. - Roger Bacon (Opus Majus, bk. 1, ch. 4) http://bit.ly/dzjbWv
 To those who do not know mathematics it is difficult to get across a real 
feeling as to the beauty, the deepest beauty, of nature ... If you want to 
learn about nature, to appreciate nature, it is necessary to understand the 
language that she speaks in. - Richard Feynman (1965, 1994) in The Character 
of Physical Law http://amzn.to/19vE4AO



 

 

 
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[tips] Elizabeth Green’s “Why Do Americans Stink at Math?”

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post 
Elizabeth Green's 'Why Do Americans Stink at Math?'  [Hake (2014)]. The 
abstract reads:

 ***

ABSTRACT: Elizabeth Green, in a NYT Magazine article titled Why Do Americans 
Stink at Math? at http://nyti.ms/1o02vui wrote: With the Common Core . . . 
. . . . . . . . . 

. . . . . . [[http://www.corestandards.org/, compatible with the reform math 
education methods]]. . . .  . . . . 

teachers are once more being asked to unlearn an old approach and learn an 
entirely new one, essentially on their own. Training is still weak and 
infrequent, and principals - who are no more skilled at math than their 
teachers - remain unprepared to offer support. Textbooks, once again, have 
received only surface adjustments, despite the shiny Common Core labels that 
decorate their covers. . . . . Left to their own devices, teachers are once 
again trying to incorporate new ideas into old scripts, often botching them in 
the process. . . . . . . No wonder parents and some mathematicians denigrate 
the reforms as fuzzy math. In the warped way untrained teachers interpret 
them, they are fuzzy.

 Green's article has prompted at least two threads on discussion lists. One 
initiated by Wayne Bishop on the OPEN! Math-Teach archives at 
http://bit.ly/eOTrs1. Bishop at http://bit.ly/1Agrtzv wrote: Other than 
'Americans Stink at Math', almost everything [Green] says is wrong.  
Decades-old (century?) math ed mythology.

 Another initiated by John Clement on the CLOSED! July PhysLrnR archives 
http://bit.ly/WQjkCL. Clement at  http://bit.ly/1onL1Nr wrote: 
(paraphrasing): Green's very good article is about how the Japanese reformed 
their math teaching and are now beating us.  Their method resembles 
Interactive Engagement methods in Physics Education Research.

***

 To access the complete 57 kB post please click on http://bit.ly/1lERqiv.

 Richard Hake, Emeritus Professor of Physics, Indiana University. LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 25 July 2014.]

Hake, R.R.  Elizabeth Green's 'Why Do Americans Stink at Math?'  online on 
the OPEN! AERA-L archives at http://bit.ly/1lERqiv.The abstract and link to 
the complete post are being transmitted to several discussion lists and are 
also on my blog Hake'sEdStuff at http://bit.ly/1up9jez.

 

 

 
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[tips] Assessment of Undergraduate Student Learning

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion-list post 
Assessment of Undergraduate Student Learning [Hake (2014)]. The abstract 
reads:

 

ABSTRACT: Norman Stahl (2014) of the LrnAsst list has called attention to the 
AACU (2014) report 68 Institutions in Nine States to Pilot New Approach to 

Learning Outcomes Assessment at http://bit.ly/1o6Xfsn. The report states 
(slightly edited):

  'The calls are mounting daily for higher education to be able to show what 
students can successfully do with their learning,' said AACU President Carol 
Geary Schneider. 'The Multi-State Collaborative is a very important step toward 
focusing assessment on the best evidence of all: the work students produce in 
the course of their college studies.'. . . . . . . . . . For more information, 
see 'VALUE: Valid Assessment of Learning in Undergraduate Education' (AACU, 
2014b) at http://bit.ly/1pn6s3u; and  'MSC: A Multi-State Collaborative to 
Advance Learning Outcomes Assessment' (SHEEO, 2014) at http://bit.ly/1mhWSXv. 
. . . . .

 This response to the above with its over 50 references and over 80 hot links 
can serve as a window into the literature of undergraduate learning assessment. 
It consists of two parts:

 PART I: An expurgated and annotated version of a letter in support of the 
AACU's assessment of undergraduate learning titled It's Time to Get Serious 
About the Right Kind of Assessment by Daniel F. Sullivan (2014) at 
http://bit.ly/1mg77Rn. Sullivan is President Emeritus of St. Lawrence 
University, Senior Advisor to the AACU President; and Chair, AACU Presidents' 
Trust.

 PART II: A review of assessments of undergraduate learning prior to the AACU 
effort. Updated and revised from The Physics Education Reform Effort: A 
Possible Model for Higher Education? (Hake, 2006a) at http://bit.ly/9aicfh.



 To access the complete 115 kB post please click on http://bit.ly/1tTx5PF.

 Richard Hake, Emeritus Professor of Physics, Indiana University. LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 16 July 2014.]

Hake, R.R. 2014. Assessment of Undergraduate Student Learning, post of 16 Jul 
2014 16:40:53-0700 to AERA-L and Net-Gold. Online on the OPEN! AERA-L archives 
at http://bit.ly/1tTx5PF. The abstract and link to the complete post are 
being transmitted to several discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/1r5fbWs with a provision for comments.

 

 

 

 
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Re:[tips] James Hansen's 'Too Little, Too Late? Oops?'

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: 
James Hansen's 'Too Little, Too Late? Oops?'  [Hake (2014)]. The abstract 
reads:

 **

ABSTRACT: Climate scientist James Hansen (2014) http://bit.ly/omiMY3, in his 
report Too Little, Too Late? Oops? at http://bit.ly/1m15lmz wrote 
(paraphrasing):

 Many queries received: is Obama's climate effort 'too little, too late?' 
Closely related query: are we at an 'oops' moment, a realization that we have 
pushed the climate system too far, so consequences such as ice sheet 
disintegration and large sea level rise are now out of our control? . . . . . . 
. . . . . . . . . . . . . . . . . . . . . .

 The answer re 'too little?' is obvious from the fact that governments, ours 
included, are allowing and encouraging industry to go after every fossil fuel 
that can be found. Rather than dwelling on that fact, let's consider the action 
needed to avoid 'too late'.

 Citizens Climate Lobby http://citizensclimatelobby.org/ just released a 
study 'The Economic, Climate, Fiscal, Power, and Demographic Impact of a 
National Fee-and-Dividend Carbon Tax.' A 3-page summary by Danny Richter is at  
http://bit.ly/1ypEENy. 

 According to their comprehensive analysis of the impacts of a carbon 
fee-and-dividend (CFD) in the United States, with 100% revenue distribution of 
the money to the public in equal shares as direct payments: the fee would start 
at $10/ton of CO2 and increase $10/ton each year; 100% of the revenue is 
returned to households, equal amounts to all legal residents. This approach 
spurs the economy, increasing the number of jobs by 2.1 million in 10 years. 
Emissions decrease 33% in 10 years, 52% in 20 years.

 Contrary to the wails of fossil-fuel-industry kingpins, the fossil fuel CFD 
stimulates the economy, modernizes infrastructure and saves 13,000 lives per 
year via improved air quality. GDP increases, with fee-and-dividend causing a 
cumulative GDP increase of $1.375 trillion.

 Why do these results differ from previous studies concluding that a carbon tax 
would be costly? The main reason is that other studies do not have 100% 
recycling of funds to the public; instead part of the money is taken as a tax, 
to increase the size of government.

**

 To access the complete 37 kB post please click on http://bit.ly/1w3Arx1.

 Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 22 June 2014.]

Hake, R.R. 2014. Re: James Hansen's 'Too Little, Too Late? Oops?'   Post of 
20 Jun 2014 09:08:40 -0700 to AERA-L and Net-Gold. Online on the OPEN! AERA-L 
archives at http://bit.ly/1w3Arx1.The abstract and link to the complete post 
are being transmitted to several discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/SXSnuh with a provision for comments.

 
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[tips] Active Learning Increases Student Performance in STEM

[Richard Hake]

Some subscribers to TIPS  might be interested in an article Active Learning 
Increases Student Performance in STEM [Hake (2014)]. The abstract reads:



ABSTRACT: In a recent widely acclaimed report Active learning increases 
student performance in science, engineering, and mathematics, Freeman et al. 
(2014) at  http://bit.ly/1v4JVbW wrote (my CAPS):

To test the hypothesis that lecturing maximizes learning and course 
performance, we metaanalyzed 225 studies that reported data on examination 
scores or failure rates when comparing student performance in undergraduate 
science, technology, engineering, and mathematics (STEM) courses under 
TRADITIONAL LECTURING versus ACTIVE LEARNING. The effect sizes indicate that on 
average, student performance on examinations and concept inventories increased 
by 0.47 SDs under active learning (n = 158 studies). . . . . . students in 
classes with traditional lecturing were 1.5 times more likely to fail than were 
students in classes with active learning. . . . . . This is the largest and 
most comprehensive metaanalysis of undergraduate STEM education published to 
date. THE RESULTS raise questions about the continued use of traditional 
lecturing as a control in research studies, and SUPPORT ACTIVE LEARNING AS THE 
PREFERRED, EMPIRICALLY VALIDATED TEACHING PRACTICE IN REGULAR CLASSROOMS.

That the results of the meta-analysis of Freeman et al. (2014) support active 
learning as the preferred practice in regular classrooms is consistent with 
e.g.: (a) meta-analyses by Springer et al. (1999) http://bit.ly/1lbJPZo, Hake 
(1998a) http://bit.ly/d16ne6, Minner et al. (2010) http://bit.ly/wdJq4R, 
and Ruiz-Primo et al. (2011) http://bit.ly/1ouNzdm; and (b) literature 
reviews by Handelsman et al. (2004) http://bit.ly/ILrHBK, Prince (2004) 
http://bit.ly/rkiBjq, Froyd (2007) http://bit.ly/1lerTBS, and NRC (2013) 
http://bit.ly/126os6j.


 *

 

 To access the complete 66 kB post please click on http://bit.ly/1j3YdV4.

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

Physicists are out in front in measuring how well students learn the basics, 
as science educators incorporate hands-on activities in hopes of making the 
introductory course a beginning rather than a finale. – Erik Stockstad (2001) 
in Science at http://bit.ly/1k4Yp6O.

Physics educators have led the way in developing and using objective tests to 
compare student learning gains in different types of courses, and chemists, 
biologists, and others are now developing similar instruments. These tests 
provide convincing evidence that students assimilate new knowledge more 
effectively in courses including active, inquiry-based, and collaborative 
learning, assisted by information technology, than in traditional courses.   - 
William Wood  James Gentile (2003) in Science at http://bit.ly/SyhOvL.

 

 REFERENCES [URL shortened by http://bit.ly/ and accessed on 17 May 2014.]

Hake, R.R. 2014. Active Learning Increases Student Performance in STEM, post 
of 16 May 2014 14:36:07-0700 to AERA-L and Net-Gold. Online on the OPEN! AERA-L 
archives at http://bit.ly/1j3YdV4. The abstract and link to the complete post 
are being transmitted to several discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/1n7DWgK with a provision for comments.

 

 

 

 
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Re:[tips] Charter Schools: A Marketplace for Profits or Ideas?

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: 
Charter Schools: A Marketplace for Profits or Ideas? [Hake (2014)]. The 
abstract reads:

**
ABSTRACT: In a discussion Charter Schools: A Marketplace for Profits or 
Ideas? Bill Moyers' http://bit.ly/1feQ5iw interviewed Diane Ravitch, who 
stated: The lure of getting federal money made many states change their laws 
to open the door to many, many more charter schools. . . . . . . Public 
education is becoming big business as bankers, hedge fund managers, and private 
equity investors are entering what they consider to be an 'emerging market.' As 
Rupert Murdoch put it http://bit.ly/1pAwGMh after purchasing an education 
technology company, 'When it comes to K through 12 education, we see a $500 
billion sector in the US alone' . . . . . . I think what's at stake is the 
future of American public education. I believe it is one of the foundation 
stones of our democracy: So an attack on public education is an attack on 
democracy. 

See also Here is the Bill Moyers Interview in Full [Ravitch (2014)] at 
http://bit.ly/1mFTAmo.
Over 4 decades ago economist Albert O. Hirschman (1970) in Exit, Voice, and 
Loyalty: Responses to Decline in Firms, Organizations, and States 
http://bit.ly/11QKoRB, made a case against charter-schools similar to that 
made by Ravitch. He first quoted the conservative economist Milton Friedman who 
argued that SCHOOL VOUCHERS SHOULD REPLACE THE CURRENT PUBLIC-SCHOOL SYSTEM, 
writing Parents could express their views about schools directly, by 
withdrawing their children from one school and sending them to another.

Hirschman then countered (my CAPS):  [Friedman's opinion] is a near perfect 
example of the ECONOMIST'S BIAS IN FAVOR OF EXIT AND AGAINST VOICE: In the 
first place, Friedman considers withdrawal or exit as the 'direct' way of 
expressing one's unfavorable views of an organization. *A person less well 
trained in economics might naively suggest that the direct way of expressing 
views is to express them!* Secondly, the decision to voice one's views and 
efforts to make them prevail are contemptuously referred to by Friedman as a 
resort to 'cumbrous political channels.'  But what else is the political, and 
indeed the democratic, process than the digging, the use, and hopefully the 
slow improvement of these very channels?

**

To access the complete 57 kB post please click on http://bit.ly/1hcMHkF.

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

REFERENCES [URL shortened by http://bit.ly/ and accessed on 31 March 2014.]

Hake, R.R. 2014. Re: Charter Schools: A Marketplace for Profits or 
Ideas?online on the OPEN! AERA-L archives at http://bit.ly/1hcMHkF. The 
abstract and link to the complete post are being transmitted to several 
discussion lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/1mGrN5i.

 

 

 
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Re:[tips] Developing research-based curricula in college-based higher education

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: 
Developing research-based curricula in college-based higher education [Hake 
(2014)]. The abstract reads:

 **

ABSTRACT: Alan Jenkins, in his POD post Developing research-based curricula in 
college-based higher education at http://bit.ly/1goohbN uses the term 
research-based curricula to mean:  (a) curricula emphasizing research or 
inquiry BY students, NOT (b) curricula shown to be effective in promoting 
higher-order learning by education research.

For a review of the latter see e.g.: (1) Adapting to a Changing World - 
Challenges and Opportunities in Undergraduate Physics Education [NRC (2013)] 
http://bit.ly/126os6j; and (2) Teaching and physics education research: 
bridging the gap [Fraser et al. (2014) http://bit.ly/1qITBqi.

For anti-inquiry arguments see Why Minimal Guidance During Instruction Does 
Not Work: An Analysis of the Failure of Constructivist, Discovery, 
Problem-Based, Experiential, and Inquiry-Based Teaching [Kirschner et al. 
(2006)] http://bit.ly/duJVG4 and counters by Hmelo-Silver et al. (2007) 
http://bit.ly/aKUD5s; Kuhn (2007) http://bit.ly/ekxUvD; Schmidt et al. 
(2007) http://bit.ly/9uwVc8;  Hake (2010) http://bit.ly/aGlkjm.

**

To access the complete 61 kB post please click on http://bit.ly/Ou3skL.

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 17 March 2014.]

Hake, R.R. 2014. Re: Developing research-based curricula in college-based 
higher education, online on the OPEN! AERA-L archives at 
http://bit.ly/Ou3skL.. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog Hake'sEdStuff 
at http://bit.ly/1gr50SB.



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Re:[tips] What's In a Selfie?

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: 
What's In a Selfie? [Hake (2014)]. The abstract reads:

***

ABSTRACT: Jerry Becker (2014) at http://bit.ly/1ikCCon forwarded Tom Whitby's 
What's In a Selfie? http://bit.ly/1edkNEY to Math-Teach. The social media 
extolled by Whitby appear to be what's sometimes called Web 2.0 Social Media 
http://en.wikipedia.org/wiki/Web_2.0.  It's not clear that they have big 
advantages over Listserves – see e.g.: The value of email discussion lists 
[Grow (2009)] at http://bit.ly/daJ7bp and Listserves Are a 21Century Tool 
With Advantages Over 'Web 2.0 Social Media' #2 [Hake (2012)] at 
http://bit.ly/y2M2t3.

***

To access the complete 53 kB post please click on http://bit.ly/1lgtNhc.


Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.



REFERENCES [URL shortened by http://bit.ly/ and accessed on 09 March 2014.]

Hake, R.R. Re: What's In a Selfie? online on the OPEN! AERA-L archives at 
http://bit.ly/1lgtNhc. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog Hake'sEdStuff 
at
http://bit.ly/1lkzJpn.
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[tips] Reich, McKibbon, Hansen: Three Academicians Who Have Spoken Out on Social Issues

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion-list Reich, 
McKibbon,  Hansen: Three Academicians Who Have Spoken Out on Social Issues 
[Hake (2014)]. The abstract reads:

 **

ABSTRACT: In response to my post Re: Professors We Need You! [Hake (2014)] at 
http://bit.ly/1hw62E1 regarding Nicholas Kristof's Professors, We Need You! 
at http://nyti.ms/1oIs7jD and Bridging the Moat Around Universities at 
http://nyti.ms/1kOp8Wi, Christopher Green of the TIPS list responded at 
http://bit.ly/1dZrWfA [slightly edited; my URLs]:

 Kristof missed the boat on this one. If [Kristof] wants to know why 
professors are reluctant to enter public debate, he needs to address the 
quality of public debate in the US political arena. Both the governor of 
Wisconsin http://bit.ly/1c5FUrS and attorney general of Virginia 
http://bit.ly/NftpnE have recently used the powers of their offices to 
investigate and threaten the livelihoods of professors who opposed their 
political agendas (labor unions and climate change, respectively). 
[Politicians] have essentially demanded that professors NOT bring their 
expertise to bear on public debate and professors, understandably, have mostly 
complied.

 Thankfully, not ALL academicians have complied, e.g.:

 (a) UC-Berkeley's Robert Reich http://bit.ly/1fga1Tm, an outspoken champion 
of labor unions http://bit.ly/1c8scER and tireless critic of income and 
wealth inequality – see e.g., Beyond Outrage http://amzn.to/1ebN6CI;

 (b) Middlebury College's Bill McKibbon http://bit.ly/1fhrKKb who has been 
lobbying for action to deter climate change for over two decades – see e.g. 
The End of Nature http://amzn.to/1p1wIgN and consider his organization 
http://350.org/;

 (c) Columbia's James Hansen (2010, 2014) http://bit.ly/omiMY3 who alerted 
the world to anthropogenic global warming in 1981 http://nyti.ms/1gwHUMm.  In 
a recent draft Renewable Energy, Nuclear Power, and Galileo: Do Scientists 
Have a Duty to Expose Popular Misconceptions? http://bit.ly/1goLfgs, Hansen 
rebuffs 4 widespread misconceptions: human life is endangered by nuclear power; 
renewable energy sources alone are sufficient; killing nuclear would make the 
world safer; and renewable energy is cheaper and faster than nuclear power. 
Below I quote Hansen at some length because: (1) nuclear power is so 
controversial; and (2) it allows me to insert references, hot-links, and 
comments.

*

 To access the complete 106 kB post please click on http://bit.ly/1k9QuX5.

 

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 26 Feb 2014.]

Hake, R.R. 2014. Reich, McKibbon,  Hansen: Three Academicians Who Have Spoken 
Out on Social Issues, online on the OPEN! AERA-L archives at 
http://bit.ly/1k9QuX5.The abstract and link to the complete post are being 
transmitted to several discussion lists and are on my blog at 
http://bit.ly/1cR8cdj with a provision for comments.

 

 

 
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Re:[tips] Professors We Need You!

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion-list Re: 
Professors We Need You! [Hake (2014)]. The abstract reads:

 **

The LrnAsst List's Norman Stahl at http://bit.ly/O06Tjn and Nick Voge at 
http://bit.ly/1j8wBMT have called attention to Nicholas Kristof's NYT Opinion 
piece Professors, We Need You! at http://nyti.ms/1oIs7jD.

In a subsequent blog entry Bridging the Moat Around Universities 
http://nyti.ms/1kOp8Wi, Kristof:

(a) wrote: [Professors, We Need You! was] about the unfortunate way America 
has marginalized university professors – and, perhaps sadder still, the way 
they have marginalized themselves from public debate;

(b) posted 313 comments (as of 19 Feb 2014 09:04-0800) on his opinion piece, 
about equally divided between approval and disapproval.

One of more substantive comments is by Aaron Barlow, faculty editor of the AAUP 
magazine Academe, who pointed to Public Intellectuals and the AAUP 
(Schrecker at http://bit.ly/NZH5E5, and The Case for Academics as Public 
Intellectuals (Behm, Rankins-Robertson,  Roen (BRR) at 
http://bit.ly/1dDTZky. (BRR + commentors on BRR + myself) list about 40 
academicians who have bridged the moat around universities.

But the fact that 40 [out of a total of over a million higher-education 
faculty] have bridged the moat does not negate Kristof's general claim that 
[professors] have marginalized themselves.

**

 To access the complete 61 kB post please click on http://bit.ly/1hw62E1.

 

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

 

REFERENCES [URLs shortened by http://bit.ly/ and accessed on 19 Feb 2014.]

Hake, R.R. 2014. Re: Professors We Need You! online on the OPEN! AERA-L 
archives at http://bit.ly/1hw62E1. The abstract and link to the complete post 
are being transmitted to several discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/1oThbQl.

 

 

 
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[tips] Curmudgeonly Comments Concomitant to Corrigan's To Lecture or Not to Lecture?

[Richard Hake]

Some subscribers to TIPS might be interested in an article Curmudgeonly 
Comments Concomitant to Corrigan's 'To Lecture or Not to Lecture?'  [Hake 
(2014)].  The abstract reads:

 ***

Paul Corrigan has ably reviewed the contentious debate over lecturing. In the 
present article I borrow from and supplement Corrigan’s Atlantic article To 
Lecture or Not to Lecture? at http://bit.ly/1cGQaKW and his blog entry 
Beyond the Lecturing Debate at http://bit.ly/1eKAR0A so as to include 
discussion of the following:

 1. Lecturing is prevalent but active learning is advised by researchers.

 2. Nevertheless, some academics defend lectures.   

 3. But such academics often advocate lecturing *along with* active learning.

 4. Corrigan distinguishes lecturing from Lecturing.

 5. Physics education research emphasizes *higher-level learning* and

   distinguishes lecture from *passive-student-lecture.*

 6. Positive and negative depictions of the lecture.

 7. Depictions of active learning.

 8. Literary and YouTube criticism of the passive-student-lecture.

 9. Nine anti-passive-student-lecture articles.  

 10. Twelve pro-lecture articles or books.

 11. Should One Lecture or Not Lecture?

**

 To access the complete 2.9 MB article please click on http://bit.ly/1nA6z5e.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

 People have nowadays . . . got a strange opinion that everything should be 
taught by lectures. Now, I cannot see that lectures can do so much good as 
reading the books from which the lectures are taken. Lectures were once useful; 
but now, when we can all read, and books are so numerous, lectures are 
unnecessary.   - Samuel Johnson http://bit.ly/17PdW5Y, via James Boswell 
(1791) at http://bit.ly/qfDXPz.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 15 Feb 2014.]

Hake, R.R. 2014. Curmudgeonly Comments Concomitant to Corrigan's 'To Lecture 
or Not to Lecture?', online as a 2.9 MB pdf at http://bit.ly/1nA6z5e. The 
abstract and link to the complete post are being transmitted to several 
discussion lists and are on my blog Hake'sEdStuff at http://bit.ly/1mhTFxw 
with a provision for comments.

 

 

 

 
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[tips] Two Different Meanings of Formative Evaluation #2

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Two 
Different Meanings of 'Formative Evaluation' #2  [Hake (2014)]. The abstract 
reads:

 ***

ABSTRACT:  In response to my post FairTest Appears To Be Uninformed on 
'Formative Evaluation' In The JCSEE Sense at http://bit.ly/1dL3c5K, Michael 
Paul Goldenberg and FairTest's Monty Neil posted what appeared to be non 
sequitures on EDDRA2, symptomatic of the general failure of educators to 
recognize the existence of two very different meanings of Formative 
Evaluation:

 (1) Evaluation designed and used to improve an intervention, especially when 
it is still being developed – JCSEE (1994) ascopied on p. 132 of Frechtling et 
al. (2010) at http://bit.ly/1aYcgYn. . . . . . .  . . . . . .(FE-JCSEE)

 (2)  All those activities undertaken to provide information to be used 
asfeedback so as to adapt the teaching to meet student needs – paraphrasedfrom 
Black  Wiliam (1998, p. 2) at http://bit.ly/1jTqiwK.. . . . .(FE-BW)

 An example of FE-JCSEE is zero-stakes pre/post testing utilizing Concept 
Inventories http://bit.ly/dARkDY which are constructed by disciplinary 
experts through arduous qualitative and quantitative research– see e.g.: (a) 
The Impact of Concept Inventories on Physics Education and Its Relevance for 
Engineering Education [Hake (2011)] at http://bit.ly/nmPY8F (8.7 MB), and 
(b) Can the Cognitive Impact of Calculus Courses be Enhanced? [Hake (2013)] 
at  http://bit.ly/1loHgC4 (2.7 MB).

 An example of FE-BW is its use in the interactive engagement (IE) methods 
that have been shown –Hake (1998a) at http://bit.ly/9484DG and many others to 
achieve average normalized gains g on Concept Inventories that are about two 
standard deviations above those of traditional passive-student lecture courses. 
Here IE methods are defined [Hake 1998a)] as: methods designed to promote 
conceptual understanding through the active engagement of students in heads-on 
(always) and hands-on (usually) activities that yield *immediate feedback* 
through discussion with peers and/or instructors.

**

 To access the complete 90 kB post please click on http://bit.ly/1e8Zhpr.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.

 There is substantial evidence that scientific teaching in the sciences, i.e., 
teaching that employs instructional strategies that encourage undergraduates to 
become actively engaged in their own learning, can produce levels of 
understanding, retention and transfer of knowledge that are greater than those 
resulting from traditional lecture/lab classes. But widespread acceptance by 
university faculty of new pedagogies and curricular materials still lies in the 
future. - Robert DeHaan (2005)

REFERENCES [URLs shortened by http://bit.ly/ and accessed on 30 Jan 2014.]

Hake, R.R. 2014. Two Different Meanings of 'Formative Evaluation'  #2 online 
on the OPEN! AERA-L archives at http://bit.ly/1e8Zhpr.The abstract and link 
to the complete post are being transmitted to several discussion lists and are 
on my blog Hake'sEdStuff at http://bit.ly/MxnMBt with a provision for 
comments.

 DeHaan, R.L. 2005. The Impending Revolution in Undergraduate Science 
Education, Journal of Science Education and Technology 14(2): 253-269; online 
as a 152 kB pdf at http://bit.ly/ncAuQa.

 

 

 
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[tips] Re: The Defiant Parents: Testing’s Discontents

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Re: The 
Defiant Parents: Testing’s Discontents [Hake (2014)]. The abstract reads:

 **

ABSTRACT: John Denker, in his PhysLrnR post The Defiant Parents: Testing’s 
Discontents called attention to Rebecca Mead's New Yorker article of the 
same name at http://nyr.kr/M6qz4j. Mead wrote: . . . . there is a burgeoning 
opt-out movement, with parents, teachers, and administrators questioning the 
efficacy of the tests as they are currently administered, in measuring both the 
performance of teachers and the progress of students.

 Denker wrote (paraphrasing): There's a medium-sized revolt going on. But it's 
not a huge revolt because of weak messaging and weak leadership. Specifically 
the anti-testers haven't come up with a crisp description of what they are 
revolting against . . . . or where they would like to go instead.

 Denker is either oblivious or dismissive of the vigorous leadership, 
voluminous messaging, and pro-public-/anti-private-education positions of (a) 
Diane Ravitch and (b) Fair Test http://www.fairtest.org/ with its 
discussion list ARN-L with OPEN! archives at http://bit.ly/jeiTPm.

 Unfortunately, both Ravitch and Fair Test appear to be uninformed regarding 
the virtues of rigorous measurement of students' higher-order learning by means 
of zero-stakes *FORMATIVE* (i.e., designed and used to improve an object, 
especially when it is still being developed) pre/post testing utilizing 
Concept Inventories http://bit.ly/dARkDY which are constructed by 
disciplinary experts through arduous qualitative and quantitative research – 
see e.g., (a) The Impact of Concept Inventories On Physics Education and Its 
Relevance For Engineering Education (Hake, 2011) at http://bit.ly/nmPY8F 
(8.7 MB); and (b) Can the Cognitive Impact of Calculus Courses be Enhanced? 
(Hake, 2013) at http://bit.ly/1loHgC4 (2.7 MB).

***

 To access the complete 61 kB post please click on http://bit.ly/1mYwWoa.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.



REFERENCES [URL shortened by http://bit.ly/ and accessed on 25 Jan 2014.] 

Hake, R.R. 214 Re: The Defiant Parents: Testing’s Discontents online on the 
OPEN! AERA-L archives at http://bit.ly/1mYwWoa.The abstract and link to the 
complete post are being transmitted to several discussion lists and are also on 
my blog Hake'sEdStuff at http://bit.ly/1dEZzOD.

 

 



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[tips] Do Alien Species Exist in the Universe?

[Richard Hake]

Some subscribers to TIPS might be interested in a discussion list post Do 
'Alien Species' Exist in the Universe? [Hake (2014)]. The abstract reads:
*

ABSTRACT: Paul Handover in his Learning from Dog's 
http://learningfromdogs.com/ blog entry One couldn't make it up: Stop the 
world, I want to get off at http://bit.ly/1dtBJJ9, introduced George 
Monbiot's http://bit.ly/1hyrg0O (2014) brilliant investigative Guardian piece 
Drowning in Money: the untold story of the crazy public spending that makes 
flooding inevitable: Every year billions are spent in Britain and Europe on 
policies that wreck homes and lives through flooding http://bit.ly/1i6eglA, 
with the following:  

*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

I am feeling somewhat forlorn about the way that we humans work things out!  As 
the old saying goes:

Q1. Why has Planet Earth never been visited by an alien species?

A1. Because they have seen no signs of intelligent life!

*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*~*

BUT:

Q2. Do alien species exist in the Universe?

A2. Probably Not! – see  'Where is Everybody?' Failure to Detect Intelligence 
in the Universe is Due to Failure of Universities Throughout the Universe 
[Hake (2013)] at http://bit.ly/H3roIC (6.8 MB). 

**

To access the complete 49 kB post please click on http://bit.ly/1kHEm0i.

Richard Hake, Emeritus Professor of Physics, Indiana University; Honorary 
Member, Curmudgeon Lodge of Deventer, The Netherlands; President, PEdants for 
Definitive Academic References which Recognize the Invention of the Internet 
(PEDARRII); LINKS TO: Academia http://bit.ly/a8ixxm; Articles 
http://bit.ly/a6M5y0; Blog http://bit.ly/9yGsXh; Facebook 
http://on.fb.me/XI7EKm; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Linked In http://linkd.in/14uycpW; Research Gate 
http://bit.ly/1fJiSwB; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Twitter http://bit.ly/juvd52.


REFERENCES [URL shortened by http://bit.ly/ and accessed on 17 Jan 2014.]

Hake, R.R. Do 'Alien Species' Exist in the Universe? online on the OPEN! 
AERA-L archives at http://bit.ly/1kHEm0i. The abstract and link to the 
complete post are being transmitted to several discussion lists and are also on 
my blog Hake'sEdStuff at http://bit.ly/1dCUNHr.

 

 

 

 

 

 



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[tips] Math Education Bibliography

[Richard Hake]

Some subscribers to TIPS might be interested in a Math Education 
Bibliography that was included on pages 42-83 of a recent essay Can the 
Cognitive Impact of Calculus Courses be Enhanced? [Hake (2013)] at 
http://bit.ly/1loHgC4 (2.7 MB)

 The bibliography contains over 400 hot-linked URLs and references, including: 

 (a) 3 articles due (or due in part) to Joan Ferrini-Mundy 
http://1.usa.gov/1iQzxNR, NSF Assistant Director for Education and Human 
Resources; 

 (b) a YouTube talk Joan FERRINI-MUNDY on STEM Education Research Areas; and 

 (c) 3 articles by MSU Distinguished Professor William Schmidt 
http://bit.ly/tMA3oL, among them U.S. students need new way of learning 
science [Schmidt (2012a)]. The latter discusses the PROM/SE project Promoting 
Rigorous Outcomes in Mathematics and Science Education at 
http://bit.ly/1eCnHUw.

 References in categories a, b, and c are in the REFERENCE list below preceded 
by double asterisks**.

 An ERRATUM is in order: One of the references in the Math Education 
Bibliography section of my essay is Berkeley Websites. . . . [Schoenfeld 
(2013a)]. Therein I wrote: A former Berkeley website, containing links to many 
of Schoenfeld’s articles, seems to have vanished from the web.  CORRECTION: 
Over 15 links to Schoenfeld's articles have recently been made available at 
http://bit.ly/1ap7pM9, as indicated in the revised reference below to 
Schoenfeld (2013a). 

 Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 

REFERENCES [All URLs shortened by http://bit.ly/ and accessed on 15 Jan 2014.]

 **Ball, D.L., J. FERRINI-MUNDY, J. Kilpatrick, R.J. Milgram, Wilfred Schmid,  
R. Schaar, Reaching for Common Ground in K-12 Mathematics Education, in 
Notices of the AMS 52: 1055-1058; online as a 49 kB pdf at 
http://bit.ly/10Z0msf.

 ** FERRINI-MUNDY, J.  K.G. Graham. 1991. An Overview of the Calculus 
Curriculum Reform Effort: Issues for Learning, Teaching, and Curriculum 
Development, American Mathematical Monthly 98(7): 627-635; the first paragraph 
is online at http://bit.ly/1erhawp. An ERIC abstract is online at 
http://1.usa.gov/196ebpe.

 **FERRINI-MUNDY, J. YouTube video Joan FERRINI-MUNDY on STEM Education 
Research Areas, online at http://bit.ly/IOcTca, 332 views as of 15 Jan 2014 
13:24-0800.

 **Graham, K. G., and J. FERRINI-MUNDY. 1989. An Exploration of Student 
Understanding of Central Concepts in Calculus, paper presented at the Annual 
Meeting of the American Educational Research Association. I’ve not found an 
online version.

 Hake, R.R. 2013. Can the Cognitive Impact of Calculus Courses be Enhanced? 
An update of 26 Dec 2013 of an invited talk of 24 April 2012, Department of 
Mathematics, University of Southern California, online as a 2.7 MB pdf at 
http://bit.ly/1loHgC4 and as ref. 70 at http://bit.ly/a6M5y0. The abstract 
and link are being transmitted to various discussion lists and are also on my 
blog Hake'sEdStuff at http://bit.ly/1jXolD6 with a provision for comments.

  **Lauten, D., K. Graham, and J. FERRINI-MUNDY. 1999. Increasing the Dialogue 
About Calculus with a Questionnaire in Assessment Practices in Undergraduate 
Mathematics [Gold et al. (1999, pp. 237-240)] at http://bit.ly/1e6ShtL.

  **SCHMIDT, W. 2011. Want better math teachers? Train them better, scholar 
argues? 09 June; online at http://bit.ly/1bP1V2r.

 ** SCHMIDT, W. 2012a. U.S. students need new way of learning science, 05 
April; online at http://bit.ly/1csHB5o.

  ** SCHMIDT, W. 2012b. Study supports move toward common math standards, 05 
Nov; online at http://bit.ly/J09KXl.

 Schoenfeld, A.H. 2013a. Berkeley Websites: (a) Functions Research Group 
http://bit.ly/18Aod7R; (b) Algebra Teaching Study http://bit.ly/IJD7g8; (c) 
Mathematics Assessment Project http://bit.ly/1bNlL8e; (d) Formative 
Assessment with Computational Technologies (FACT) http://bit.ly/187WA5r; (e) 
Alan Schoenfeld's Downloadable Publications http://bit.ly/1ap7pM9.  
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[tips] How Universities Can Help to Create a Wiser World

[Richard Hake]

Some subscribers to TIPS might be interested in a post How Universities Can 
Help to Create a Wiser World.

 The abstract reads:

 **

ABSTRACT: Philosopher Nicholas Maxwell, in his HoPoS-L post How Universities 
Can Help to Create a Wiser World calls attention to his recent book of that 
title – see http://amzn.to/1dNPNhm wherein it's stated: We need urgently to 
bring about a revolution in universities round the world so that their basic 
aim becomes wisdom, and not just knowledge.

 Psychologist Robert Sternberg at http://bit.ly/1aEneOY agrees with Maxwell 
that Academic Intelligence Is Not Enough.

 Furthermore, agreement with Maxwell that universities need to improve has also 
been voiced by some former Presidents and Chancellors of universities as I have 
indicated in Are colleges failing? [Hake (2005)] at http://bit.ly/erBRGN 
and Evaluating the Effectiveness of College [Hake (2013)] at 
http://bit.ly/1abaYZU.

**

 To access the complete 60 kB post please click on http://bit.ly/1du3KNZ. The 
abstract and link to the complete post are being transmitted to various 
discussion lists and are on my blog Hake'sEdStuff at http://bit.ly/KwzSJf.

 

Richard Hake, Emeritus Professor of Physics, Indiana University; LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 
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[tips] Responses to Why Do Colleges Tie Academic Careers To Winning the Approval of Teenagers?

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Responses to 
'Why Do Colleges Tie Academic Careers To Winning the Approval of Teenagers?'  
[Hake (2013)].  The abstract reads:

 **

ABSTRACT: As of 12 Nov 2013 there had been 19 responses to my post Why Do 
Colleges Tie Academic Careers To Winning the Approval of Teenagers? [Hake 
(2013)] at  http://bit.ly/1bHiHwp. The above title is taken from Lyell 
Asher's (2013) WSJ piece When Students Rate Teachers, Standards Drop: Why do 
colleges tie academic careers to winning the approval of teenagers? Something 
is seriously amiss, copied into the APPENDIX of Hake (2013) at 
http://bit.ly/1bHiHwp in accord with the Fair Use provision of U.S. 
Copyright Law.

Since many of the responses were from those in Teaching and Learning Centers 
(TLCs) http://bit.ly/1aRpLu0, and since SETs are accepted as the primary 
gauge of teaching effectiveness in most TLCs, it's little wonder that proSET 
responses outnumber antiSET responses 12 to 7.

However, in my view the proSET position is seriously challenged by Herb 
Rotfeld's (2013) thoughtful antiSET arguments.  Rotfeld wrote at 
http://bit.ly/1dMhvtU: While not to dispute the potential value of student 
input, the inherent problem comes from the existence of the SETs. All other 
factors of teaching evaluations take more effort, time and interpretive nuance. 
Everyone who defends the value of the student scoring data states they should 
not be used to rank order faculty, but time and again, because they provide the 
only data that are quantified-appearing, standardized across a campus and easy 
to read, that is exactly how they tend to be used.  Maybe SETs would go down to 
their proper role if they were not campus standardized, quantitative, and 
provided with such fanfare. But until that happens, my stance is that the SETs 
must die so that education can live.

**

To access the complete 53 kB post please click on http://bit.ly/1aDcvD7.

Richard Hake, Emeritus Professor of Physics, Indiana University; (PEDARRII); 
LINKS TO: Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; 
Blog http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 13 Oct. 2013.]

Hake, R.R. 2013. Responses to 'Why Do Colleges Tie Academic Careers To Winning 
the Approval of Teenagers?'  online on the OPEN! AERA-L archives 
http://bit.ly/1aDcvD7. Post of 12 Nov 2013 16:47:49-0500 to AERA-L and 
NetGold. The abstract and link to the complete post are being transmitted to 
various discussion lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/1hDOd5D with provision for comments.  



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[tips] Why Do Colleges Tie Academic Careers To Winning the Approval of Teenagers?

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Why Do Colleges 
Tie Academic Careers To Winning the Approval of Teenagers? [Hake (2013)].  The 
abstract reads:

 **

ABSTRACT: An insightful critique of the misuse of Student Evaluations of 
Teaching (SETs) for the evaluation of faculty appeared in the WSJ of 27 Oct 
2013 as a piece When Students Rate Teachers, Standards Drop: Why do colleges 
tie academic careers to winning the approval of teenagers? Something is 
seriously amiss [Asher (2013)] at http://on.wsj.com/17te3oN and copied into 
the APPENDIX of this post in accord with the Fair Use provision of U.S. 
Copyright Law.

 Coincidentally, on 29 Oct 2013, I received an email from an assistant 
professor X who fears that he will be denied tenure because the Chair of his 
department, winner of numerous teaching awards [probably based solely on 
superior student teaching evaluations (SETs)], thinks X's SETs are inferior and 
therefore that X is an inferior teacher. I surmise that since the Chair's 
superior SETs, taken at face value, indicate that he, himself, is a superior 
teacher, a judgment with which he doubtless concurs, the Chair is prone to 
regard SETs as definitive evidence of teaching effectiveness.  But the 
references in this post indicate that (a) teaching awards do NOT necessarily 
equate with teaching effectiveness; (b) SETs are NOT valid gauges of the 
*cognitive* (as opposed to the *affective*) impact of courses; and (c) SETs 
should NOT be used to evaluate faculty. 

**

 To access the complete 78 kB post please click on http://bit.ly/1bHiHwp.

 Richard Hake, Emeritus Professor of Physics, Indiana University. LINKS TO: 
Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; Blog 
http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar  http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 Physics educators have led the way in developing and using objective tests to 
compare student learning gains in different types of courses, and chemists, 
biologists, and others are now developing similar instruments. These tests 
provide convincing evidence that students assimilate new knowledge more 
effectively in courses including active, inquiry-based, and collaborative 
learning, assisted by information technology, than in traditional courses. - 
Wood  Gentile (2003) at http://bit.ly/SyhOvL .

 

 REFERENCES [URL shortened by http://bit.ly/ and accessed on 31 Oct. 2013.]

Hake, R.R. 2013. Why Do Colleges Tie Academic Careers To Winning the Approval 
of Teenagers? online on the OPEN! AERA-L archives http://bit.ly/1bHiHwp. 
Post 31 Oct 2013 18:56:04-0400 to AERA-L and NetGold. The abstract and link to 
the complete post are being transmitted to various discussion lists and are on 
my blog Hake'sEdStuff at http://bit.ly/1aMJWr1.

 

 

 

 
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[tips] Scrap the iPads, Keep the Pianos, Get a Teacher #4

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Scrap the iPads, 
Keep the Pianos, Get a Teacher #4 [Hake (2013)].  The abstract reads:

 **

ABSTRACT: Superintendant of the Los Angeles Unified School District John Deasy 
http://bit.ly/1aq9KHo has initiated a controversial one-billion-dollar 
initiative to equip all students and teachers with iPads. In reaction, L.A. 
elementary-school teacher Jeff Lantos, published an opinion piece in the L.A. 
Times titled Scrap the iPads, keep the pianos: Want a device that can inspire, 
critique and put on a show? Get a teacher at http://bit.ly/1a9XmZP. 

Therein Lantos, recalling his 1986 positive experience with an Apple-funded 
program at the Open Magnet School in West Hollywood (spearheaded by Alan Kay 
http://bit.ly/eQCb6t), which placed computers into elementary-school 
classrooms, first offered strong evidence FOR the value of computers in the 
classroom.

But then Lantos seemed to switch fields, arguing AGAINST computers in the 
classroom in comparison with teachers and pianos. Lantos opined that (a) if 
one wants a device that can inspire, critique and put on a show, get a 
teacher, and (b) if it were to be a choice between iPads and pianos he would 
scrap iPads and keep the pianos. Lantos ends his essay with: I have a piano in 
my classroom. My students start each school day with 15 minutes of singing and 
dancing. In January, I conducted an experiment. I said to my students: 'We're 
facing drastic budget cuts. We have to get rid of either the 15 laptops or the 
piano. Which should it be?' I don’t think I have to tell you the response.

However, considering Lantos' earlier-cited strong evidence for the value of 
computers in the classroom, it's not clear that everyone would vote the same 
way as Lantos' elementary-school pupils. Furthermore, considering the 
importance of education to the lives of people and to life on Planet Earth – 
see e.g.,  'Where is Everybody' . . . . [Hake (2013)] at 
http://bit.ly/H3roIC (6.8 MB) - the choice for the U.S. should not be to pick 
one, two, or none from among computers, pianos, and teachers, but to chose ALL 
three of those benefits and to work towards the reduction of poverty, the root 
causes of poor academic performance in the U.S. - see e.g., Hake's Reading 
List on the Root Causes of Poor Academic Performance [Ravitch (2013)] at 
http://bit.ly/12CKARz.

**

To access the complete 61 kB post please click on http://bit.ly/1gVRfSv.

 Richard Hake, Emeritus Professor of Physics, Indiana University; (PEDARRII); 
LINKS TO: Academia http://bit.ly/a8ixxm; Articles http://bit.ly/a6M5y0; 
Blog http://bit.ly/9yGsXh; Facebook http://on.fb.me/XI7EKm; GooglePlus 
http://bit.ly/KwZ6mE; Google Scholar http://bit.ly/Wz2FP3; Linked In 
http://linkd.in/14uycpW; Research Gate http://bit.ly/1fJiSwB; Socratic 
Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M; Twitter 
http://bit.ly/juvd52.

 Human history becomes more and more a race between education and 
catastrophe. - H.G. Wells (1920) in The Outline of History.

 

 REFERENCES [URL shortened by http://bit.ly/ and accessed on 28 Oct. 2013.]

Hake, R.R. 2013. Scrap the iPads, Keep the Pianos, Get a Teacher #4, online 
on the OPEN! AERA-L archives http://bit.ly/1gVRfSv. Post of 28 Oct 2013 
14:32:57-0400 to AERA-L and NetGold. The abstract and link to the complete post 
are being transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/HmD7BP with provision for comments.  

 

 

 

 

 
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[tips] Why Have K-12 Educators Ignored Benezet's Breakthrough?

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Why Have K-12 
Educators Ignored Benezet's Breakthrough? [Hake (2013)]. The abstract reads: 

**
ABSTRACT: An educator wrote to me (paraphrasing): I've just come across the 
Benezet Centre http://bit.ly/926tiM. Benezet's method seems superb. If it was 
such a success, why did it not spread? 

*Good question* !! I think the best answer was given by the late Arnold Arons.  
In The Arons Advocated Method [Hake (2004)] at http://bit.ly/boeQQt, I 
quote Arons as follows: 

I have looked at the Benezet papers at http://bit.ly/926tiM, and I find the 
story congenial. . . . . . .[but] whence do we get the teachers with the 
background, understanding, and security to implement such instruction. They 
will certainly not emerge from the present production mills.
**

To access the complete 53 kB post please click on http://bit.ly/1fhomzu.

Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: 
Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog 
http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar  
http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook 
http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.

REFERENCES [URLs shortened by http://bit.ly/ and accessed on 24 Sept. 2013.]

Hake, R.R. 2013. Why Have K-12 Educators Ignored Benezet's Breakthrough? 
online on the OPEN! AERA-L archives at http://bit.ly/1fhomzu. Post of 24 Sep 
2013 11:52:15-0400 to AERA-L and Net-Gold. The abstract and link to the 
complete post are being transmitted to various discussion lists and are on my 
blog Hake’sEdStuff at http://bit.ly/18ntw5p.
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Re:[tips] Tech Mania Goes to College

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Re: Tech Mania 
Goes to College [Hake (2013)]. The abstract reads:
**

ABSTRACT: David Kirp, in his Nation report Tech Mania Goes to College at 
http://bit.ly/18jtThe wrote: It's time to push the pause button, not just on 
the San Jose State experiment but on MOOC mania generally. While modified MOOCs 
like the flipped classroom hold great promise, the pure MOOC model looks like a 
failure. . . . . there’s no cheap solution to higher education’s woes, no 
alternative to making a serious public investment, no substitute for the 
professor who provokes students into confronting their most cherished beliefs, 
changing their lives in the process.

I've argued that It's time to push the pause buttton on MOOCs in discussion 
list posts (a) Is Higher Education Running AMOOC? [Hake (2013a)] at 
http://yhoo.it/12nPMZB, and Re: 'Laptop U' Misses the Real Story [Hake 
(2013b)] at http://yhoo.it/13JDqKM.

**
To access the complete 61 kB post please click on http://bit.ly/16REEsG.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: 
Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog 
http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook 
http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.

 

REFERENCES [URL shortened by http://bit.ly/ and accessed on 22 Sept. 2013.] 

Hake, R.R. 2013. Re: Tech Mania Goes to College, online on the OPEN! AERA-L 
archives at http://bit.ly/16REEsG. Post of 22 Sep 2013 13:50:17-0400 to 
AERA-L and Net-Gold. The abstract and link to the complete post are being 
transmitted to various discussion lists and also on my blog Hake'sEdStuff at 
http://bit.ly/18jvdmm with a provision for comments.
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[tips] The President and the Pipeline

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post The President 
and the Pipeline [Hake (2013)]. The abstract reads:

**

ABSTRACT: Ryan Lizza, in his New Yorker article The President and the 
Pipeline at http://nyr.kr/18g0eaB reports on the cons of the pipeline as 
seen by environmentalist such as James Hansen, Bill McKibben, and Tom Steyer; 
and the pros as seen by the Canadian government, the oil industry, and various 
business interests.

In Tar Sands and Dirty Tricks, James Hansen at http://bit.ly/1aZnA8v lauds 
Lizza's article as excellent but points out (a) several important errors, and 
(b) a recent relevant article Climate sensitivity, sea level, and atmospheric 
carbon dioxide [Hansen, Sato, Russell,  Kharecha (2013) at 
http://bit.ly/1aat4bO (1.9 MB).

**

To access the complete 41 kB post please click on http://bit.ly/1aaDpVm.

Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: 
Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog 
http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook 
http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.

Burning all fossil fuels, we conclude, would make most of the planet 
uninhabitable by humans, thus calling into question strategies that emphasize 
adaptation to climate change. – Hansen, Sato, Russell,  Kharecha (2013)

REFERENCES [URL shortened by http://bit.ly/ and accessed on 21 Sept. 2013.] 

Hake, R.R. 2013. The President and the Pipeline, online on the OPEN! AERA-L 
archives at http://bit.ly/1aaDpVm. Post of 20 Sep 2013 14:44:58-0400 to 
AERA-L and Net-Gold. The abstract and link to the complete post are being 
transmitted to various discussion lists and also on my blog Hake'sEdStuff at 
http://bit.ly/15dS9PU with a provision for comments.



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[tips] The NRC Finally Comes to Its Senses on Improving STEM Education

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post The NRC Finally 
Comes to Its Senses on Improving STEM Education. The abstract reads:

 ***

ABSTRACT: Kevin Kiley (2013) in his Inside Higher Ed review 
http://bit.ly/1bri3GP of Robert Zemsky's (2013) Checklist for Change 
http://bit.ly/188VYrx reports that in an interview Zemsky said that (a) among 
the questions his book answers is Why haven’t we changed? and (b) a major 
impediment to change is a disengaged faculty resistant to change.

As I indicated in a previous comment [Hake (2013) http://bit.ly/1a189YT ] on 
Zemsky's book, I've noticed Zemsky's derogation of faculty before. In NRC's 
CUSE: Stranded on Assessless Island? [Hake (2013)] at http://bit.ly/184OVC4 
] I stated that Zemsky had missed the boat with respect to the potential 
reform of undergraduate education through education research by disciplinary 
experts as monitored by rigorous pre/post testing [being] in the good company 
of CUSE (Committee on Undergraduate Education) [McCray, et al. (2003) at 
http://bit.ly/y6cFAG ], and its workshop participants.

 Fortunately, the NRC APPEARS TO HAVE FINALLY COME TO ITS SENSES ON IMPROVING 
STEM EDUCATION. I'm too modest to mention that on p. 35 of Adapting to a 
Changing World - Challenges and Opportunities in Undergraduate Physics 
Education [NRC (2013) at http://bit.ly/126os6j ] it's stated:

 Hake’s (1998a) seminal report http://bit.ly/9484DG on the effectiveness of 
interactive engagement methods remains an important contribution to 
undergraduate physics education. The article presents results from the 
Mechanics Diagnostic (MD) [Halloun  Hestenes (1985) at http://bit.ly/fDdJHm] 
and the Force Concept Inventory (FCI) [Hestenes et al. (1992) at 
http://bit.ly/foWmEb], given before and after instruction on Newtonian 
mechanics in a variety of courses taught using different approaches. . . . . . 
. the conclusion, that more effective instructional approaches involve active 
learning, has been supported by many other studies using different methodology 
[Meltzer and Thornton (2012) at http://bit.ly/O35gtB] and Hoellwarth et al. 
(2005) at http://bit.ly/156hHhF.]. 
**

 To access the complete 53 kB post please click on http://bit.ly/154M5yf.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: 
Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog 
http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar 
http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook 
http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.

 There is substantial evidence that scientific teaching in the sciences, i.e., 
teaching that employs instructional strategies that encourage undergraduates to 
become actively engaged in their own learning, can produce levels of 
understanding, retention and transfer of knowledge that are greater than those 
resulting from traditional lecture/lab classes. But widespread acceptance by 
university faculty of new pedagogies and curricular materials still lies in the 
future. - Robert DeHaan (2005)

REFERENCES [URL shortened by http://bit.ly/ and accessed on 19 Sept. 2013.] 

DeHaan, R.L. 2005. The Impending Revolution in Undergraduate Science 
Education, Journal of Science Education and Technology 14(2): 253-269; online 
as a 152 kB pdf at http://bit.ly/ncAuQa.

Hake, R.R. 2013. The NRC Finally Comes to Its Senses on Improving STEM 
Education, online on the OPEN! AERA-L archives at http://bit.ly/154M5yf. 
Post of 18 Sep 2013 20:19:57 -0400 to AERA-L and Net-Gold. The abstract and 
link to the complete post are being transmitted to various discussion lists and 
also on my blog Hake'sEdStuff at http://bit.ly/19hfX6n with a provision for 
comments.

 

 
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Re:[tips] Zemsky's 'Making American Higher Education a Sustainable Enterprise'

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Re: Zemsky's 
'Making American Higher Education a Sustainable Enterprise'  [Hake (2013)]. 
The abstract reads:

 ***

ABSTRACT: Chris Parr (2013) in a report Robert Zemsky's solution for US 
problems at http://bit.ly/1eLyoZn wrote:

 In 'Checklist for Change' [Zemsky at http://bit.ly/188VYrx] starts with the 
academics themselves . . . . 'faculty just aren’t persuaded that they know what 
to do. They don’t want to make the mess worse, so they’re waiting.' 

 I've heard Zemsky's derogation of faculty before. In NRC's CUSE: Stranded on 
Assessless Island? [Hake (2013a)] at http://bit.ly/184OVC4 I wrote:

 [Zemsky] has missed the boat with respect to the potential reform of 
undergraduate education through education research by disciplinary experts as 
monitored by rigorous pre/post testing. . . .[He] is in the good company of 
CUSE and its workshop participants, who appear to be STRANDED ON ASSESSLESS 
ISLAND with no way to gauge the need for, or effect of, educational reform 
strategies.



 To access the complete 8 kB post please click on http://bit.ly/1a189YT.

 Richard Hake, Emeritus Professor of Physics, Indiana University. Links to: 
Articles http://bit.ly/a6M5y0;

Socratic Dialogue Inducing (SDI) Labs http://bit.ly/9nGd3M;

Academia http://bit.ly/a8ixxm;

Blog http://bit.ly/9yGsXh;

GooglePlus http://bit.ly/KwZ6mE;

Google Scholar http://bit.ly/Wz2FP3;

Twitter http://bit.ly/juvd52;

Facebook http://on.fb.me/XI7EKm;

Linked In: http://linkd.in/14uycpW.

 And it ought to be remembered that there is nothing more difficult to take in 
hand, more perilous to conduct, or more uncertain of success, than to take the 
lead in the introduction of a new order of things. Because the innovator has 
for enemies all those who have done well under the old conditions, and lukewarm 
defenders in those who may do well under the new. This coolness arises partly 
from fear of the opponents, who have the laws on their side, and partly from 
the incredulity of men, who do not readily believe in new things until they 
have had a long experience with them. Thus it happens that whenever those who 
are hostile have the opportunity to attack they do it like partisans, whilst 
the others defend lukewarmly

- Machiavelli (The Prince 1513) http://bit.ly/19aw0CS

 REFERENCES [URL shortened by http://bit.ly/ and accessed on 17 Sept. 2013.] 
Hake, R.R. 2013. Re: Zemsky's 'Making American Higher Education a Sustainable 
Enterprise', online on the OPEN! AERA-L archives at http://bit.ly/1a189YT. 
Post of 17 Sep 2013 14:02:46-0400 to AERA-L, NetGold. The abstract and link to 
the complete post are being transmitted to various discussion lists and are 
also on my blog Hake'sEdStuff at http://bit.ly/1emuTHK with provision for 
comments.
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Re:[tips] Are Tenure Track Professors Better Teachers?

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Re: Are Tenure 
Track Professors Better Teachers? [Hake (2013)].  The abstract reads:

 

ABSTRACT: Scott Jaschik (2013) in his Inside Higher Ed report The Adjunct 
Advantage at http://bit.ly/19PGOZn has pointed to Are Tenure Track 
Professors Better Teachers? [Figlio et al. (2013) at http://bit.ly/1erGvKp. 
In my opinion the latter's attempt to *indirectly* measure students' learning 
in introductory courses by means of their next-class-taken performance is 
problematic at best.

Unfortunately, most of academia is either unaware or dismissive of the *direct* 
gauging of students' higher-order learning by means of pre/post testing with 
Concept Inventories http://bit.ly/dARkDY, pioneered independently by 
economist Rendigs Fels (1967) at http://bit.ly/162KSBv and physicists Halloun 
 Hestenes (1985a) at http://bit.ly/fDdJHm.

 For a discussion of pre/post testing with Concept Inventories, see e.g., 
Should We Measure Change? YES! [Hake (2013)] at http://bit.ly/d6WVKO. For 
recent use of this method see The Calculus Concept Inventory - Measurement of 
the Effect of Teaching Methodology in Mathematics [Epstein (2013) at 
http://bit.ly/17a8XJd.



 To access the complete 12 kB post please click on http://bit.ly/1829UU4.

 Richard Hake, Emeritus Professor of Physics, Indiana University; Links to: 
Articles http://bit.ly/a6M5y0; Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9nGd3M; Academia http://bit.ly/a8ixxm; Blog 
http://bit.ly/9yGsXh; GooglePlus http://bit.ly/KwZ6mE; Google Scholar  
http://bit.ly/Wz2FP3; Twitter http://bit.ly/juvd52; Facebook 
http://on.fb.me/XI7EKm; Linked In http://linkd.in/14uycpW.

 Physics educators have led the way in developing and using objective tests to 
compare student learning gains in different types of courses, and chemists, 
biologists, and others are now developing similar instruments. These tests 
provide convincing evidence that students assimilate new knowledge more 
effectively in courses including active, inquiry-based, and collaborative 
learning, assisted by information technology, than in traditional courses.

   - William Wood  James Gentile (2003)

 REFERENCES [URLs shortened by http://bit.ly/ and accessed on 13 Sept. 2013.]

Hake, R.R. 2013. Re: Are Tenure Track Professors Better Teachers? online on 
the OPEN! AERA-L archives at http://bit.ly/1829UU4. Post of 13 Sep 2013 
16:41:24-0400 to AERA-L and NetGold. The abstract and link to the complete post 
are being transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/18dBZG7 with provision for comments.

 Wood, W.B.,  J.M. Gentile. 2003. Teaching in a research context, Science 
302: 1510; 28 November; online as a 213 kB pdf http://bit.ly/SyhOvL.

 

 
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[tips] Can Introductory Course Students Learn Much From Textbooks?

[richard hake]

Some subscribers to TIPS might be interested in a recent post Can Introductory 
Course Students Learn Much From Textbooks? [Hake (2013)].  The abstract reads:

ABSTRACT: PhysLrnR's Diane Grayson (2013) in her post Flipped classrooms 
pointed to physicist Jim Gerhart as one who utilized what she (and the 
PhysLrnRs responding to her post) ahistorically regard as the flipped 
classroom, i.e., requiring students to *read* material to be discussed in 
class *before* attending the class. 

Sure enough, in his Millikan Award acceptance speech Gerhart (1986) at  
http://bit.ly/14qL5yS wrote: I announce to my classes that I will not 
deliver any expository lectures on physics, that they will have to read their 
texts carefully if they are to follow what does take place in class.

Gerhart reinterates an ancient theme: predating or contemporary with Gerhart's 
read-the-textbook-before-class method:

a. Over 2 centuries ago, Samuel Johnson http://bit.ly/17PdW5Y, via James 
Boswell (1791) at http://bit.ly/qfDXPz said People have nowadays . . . got a 
strange opinion that everything should be taught by lectures. Now, I cannot see 
that lectures can do so much good as reading the books from which the lectures 
are taken. Lectures were once useful; but now, when we can all read, and books 
are so numerous, lectures are unnecessary.

b. A half-century ago, chemist Frank Lambert (1963) http://bit.ly/17IbWJ0 in 
Editorially Speaking: Effective Teaching of Organic Chemistry at 
http://bit.ly/1a4rqJr wrote: Why do instructors ignore the contribution of 
Johann Gutenberg to chemistry? Thanks to him, we now have movable type! A few 
chemists can write books which are readable. Why then do we fail to use these 
excellent modern texts as the principal bases for our courses?. . . . . 

c. Contemporary with Gerhart, the late chemist Robert Morrison (1986) 
http://bit.ly/1dLd30J delivered his classic talk The Lecture System in 
Teaching Science at http://bit.ly/hLMElH. Therein he said: I happened to 
run into Frank Lambert . . . . . He was urging what he called 'the Gutenberg 
Method' of teaching - because, of course, it was based on the fact that the 
printing press had been invented several hundred years ago.  Frank became my 
guru.  I still mentally bow towards the west when this subject comes up.

BUT WAIT! Gerhart, Lambert, and Morrison seem to have had evidence that most of 
their students were, in fact, capable of substantial learning from textbooks.  
That such learning may NOT have been the case has been suggested by POD's Russ 
Hunt at http://bit.ly/15EhNfA; Math-EdCC's Haim at http://bit.ly/14ZoHAv; 
and NAEP's Perie  Moran (2005) at http://1.usa.gov/18G0T1M.  

The latter wrote on p. 15: only 5 to 7 percent of 17-year-olds demonstrated 
performance at level 350—the ability to learn from and synthesize specialized 
reading materials.   


To access the complete 15 kB post please click on http://bit.ly/1dMUKYZ.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

For William Hogarth's (1736) http://bit.ly/15Esohg skewering of the lecture 
method see Scholars at a Lecture http://bit.ly/18sWPDm.


REFERENCES [URL shortened by http://bit.ly/ and accessed on 06 Sept. 2013.]
Hake, R.R. 2013. Can Introductory Course Students Learn Much From Textbooks? 
online on the OPEN! AERA-L archives at http://bit.ly/1dMUKYZ. Post of o6 Sep 
2013 12:06:06-0400 to AERA-L, NetGold. The abstract and link to the complete 
post are being transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/15BzrS2 with provision for comments.   




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[tips] Physics Education Research Mentioned in Article About Obama Higher Ed Proposals

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post 
Physics Education Research Mentioned in Article About Obama Higher 
Ed Proposals [Hake (2013)].  The abstract reads:

ABSTRACT: PhysLrnR's Bill Goffe, in his post Re: PER Mentioned in 
Article About Obama Higher Ed Proposals pointed to the Chronicle of 
Higher Education article 4 Key Ideas in Obama's Plan to Control 
College Costs Bear Familiar Fingerprints [Berrett et al. (2013)] at 
http://bit.ly/18dhj1F. Therein Carl Wieman, Eric Mazur, and Richard 
Hake are mentioned. In my opinion:

1. Berrett et al.'s claims that (a) Wieman and Mazur, are proponents 
of the flipped classroom, and (b) some of the earliest and 
most-cited research on the flipped classroom was conducted by R.R. 
Hake (1998a) - see Interactive-engagement vs traditional methods: A 
six-thousand-student survey of mechanics test data for introductory 
physics courses at http://bit.ly/9484DG; rely on an overly broad 
interpretation of the flipped classroom to mean students 
participate actively during class instead of listening passively.

2. Both claims a and b above are misleading to those who 
entertain the usual meaning of flipped classroom, succinctly set 
forth by Andrea Zellner (2012) in Flipping out? What you need to 
know about the Flipped Classroom at http://bit.ly/14vMuHP. She 
wrote (my CAPS): The flipped classroom flips this [traditional 
passive-student lecture model] on its head: through lecture capture 
software, LECTURES CAN BE CAPTURED ON VIDEO FOR STUDENTS TO WATCH AT 
HOME, freeing up class time for hands-on learning activities and 
discussion.
*

To access the complete 21 kB post please click on http://bit.ly/150Y0rk.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

People have nowadays . . . got a strange opinion that everything 
should be taught by lectures. Now, I cannot see that lectures can do 
so much good as reading the books from which the lectures are taken. 
Lectures were once useful; but now, when we can all read, and books 
are so numerous, lectures are unnecessary. 
   - Samuel Johnson according to James Boswell  (1791) [Samuel 
Johnson doubtless rolls in his grave at the thought that in the 21st 
Century *videos* are evidently replacing *reading*.]

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 27 
August 2013.]
Hake, R.R. 2013. Physics Education Research Mentioned in Article 
About Obama Higher Ed Proposals online on the OPEN! AERA-L archives 
at http://bit.ly/150Y0rk. Post of 27 Aug 2013 18:40:06-0400to 
AERA-L and Net-Gold. The abstract and link to the complete post are 
being distributed to various discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/15hvuAI with a provision for 
comment.

---
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[tips] Reducing the Gender Achievement Gap in Introductory College Physics

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post 
Reducing the Gender Achievement Gap in Introductory College Physics 
[Hake (2013)].  The abstract reads:

ABSTRACT: Jane Jackson of the PhysLrnR list has called attention to 
the Science article Reducing the Gender Achievement Gap in College 
Science: A Classroom Study of Values Affirmation (Miyake et al., 
2010) at http://bit.ly/1cGmBKQ.  The abstract reads, in part: The 
current study tested the effectiveness of a psychological 
intervention, called 'values affirmation,' in reducing the gender 
achievement gap in a college-level introductory physics class. [It] 
reduced the male-female performance and learning difference 
substantially and elevated women's modal grades from the C to B 
range. . . . .  A brief psychological intervention may be a promising 
way to address the gender gap in science performance and learning. 
In addition to the elevation of women's modal grades, Miyake et al., 
showed that the values affirmation intervention substantially 
increased women's end-of semester scores on the Force Motion 
Conceptual Evaluation (FMCE).

However, PhysLrnR's alert Antti Savinainen (2013) pointed to:

a. The fact the results of Miyake et al. (2010) were not fully 
replicated in a follow-up study Replicating a Self-Affirmation 
Intervention to Address Gender Differences: Successes and Challenges 
[Kost-Smith et al. (2011)] at http://bit.ly/17qrMHG.  They wrote: 
. . . . we find similar patterns [to Miyake et al., 2010 for] exams 
and course grades, but do not observe these patterns [for] the FMCE.

b. The scholarly review The gender gap on concept inventories in 
physics: what is consistent, what is inconsistent, and what factors 
influence the gap by Madsen, McKagan,  Sayre (2013) at 
http://bit.ly/14O57cz. Their abstract reads in part: Based on our 
analysis of 24 published articles comparing the impact of 34 factors 
that could potentially influence the gender gap, no single factor is 
sufficient to explain the gap. Several high-profile studies that have 
claimed to account for or reduce the gender gap have failed to be 
replicated in subsequent studies, suggesting that isolated claims of 
explanations of the gender gap should be interpreted with caution. 
For example, claims that the gender gap could be eliminated through 
interactive engagement teaching methods or through a 'values 
affirmation exercise' were not supported by subsequent studies. . . . 
. . . the gender gap is most likely due to the combination of many 
small factors, rather than due to any one factor that can be easily 
modified.


To access the complete 25 kB post please click on http://bit.ly/19nKqCl.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

A paper that does not have references is like a child without an 
escort walking at night in a big city it does not know: isolated, 
lost, anything may happen to it.
- Bruno Latour (1987).

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 16 
August 2013.]
Hake, R.R. 2013. Reducing the Gender Achievement Gap in Introductory 
College Physics,  online on the OPEN! AERA-L archives at 
http://bit.ly/19nKqCl. Post of 16 Aug 2013 18:02:49-0400 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
distributed to various discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/1cTqqvf with a provision for 
comment.

---
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[tips] Is There a Gender Achievement Gap in Introductory College Psychology?

[Richard Hake]

Sorry - I mistitled my last post!

Some subscribers to TIPS might be interested in a recent post 
Reducing the Gender Achievement Gap in Introductory College Physics 
[Hake (2013)].  The abstract reads:

ABSTRACT: Jane Jackson of the PhysLrnR list has called attention to 
the Science article Reducing the Gender Achievement Gap in College 
Science: A Classroom Study of Values Affirmation (Miyake et al., 
2010) at http://bit.ly/1cGmBKQ.  The abstract reads, in part: The 
current study tested the effectiveness of a psychological 
intervention, called 'values affirmation,' in reducing the gender 
achievement gap in a college-level introductory physics class. [It] 
reduced the male-female performance and learning difference 
substantially and elevated women's modal grades from the C to B 
range. . . . .  A brief psychological intervention may be a promising 
way to address the gender gap in science performance and learning. 
In addition to the elevation of women's modal grades, Miyake et al., 
showed that the values affirmation intervention substantially 
increased women's end-of semester scores on the Force Motion 
Conceptual Evaluation (FMCE).

However, PhysLrnR's alert Antti Savinainen (2013) pointed to:

a. The fact the results of Miyake et al. (2010) were not fully 
replicated in a follow-up study Replicating a Self-Affirmation 
Intervention to Address Gender Differences: Successes and Challenges 
[Kost-Smith et al. (2011)] at http://bit.ly/17qrMHG.  They wrote: 
. . . . we find similar patterns [to Miyake et al., 2010 for] exams 
and course grades, but do not observe these patterns [for] the FMCE.

b. The scholarly review The gender gap on concept inventories in 
physics: what is consistent, what is inconsistent, and what factors 
influence the gap by Madsen, McKagan,  Sayre (2013) at 
http://bit.ly/14O57cz. Their abstract reads in part: Based on our 
analysis of 24 published articles comparing the impact of 34 factors 
that could potentially influence the gender gap, no single factor is 
sufficient to explain the gap. Several high-profile studies that have 
claimed to account for or reduce the gender gap have failed to be 
replicated in subsequent studies, suggesting that isolated claims of 
explanations of the gender gap should be interpreted with caution. 
For example, claims that the gender gap could be eliminated through 
interactive engagement teaching methods or through a 'values 
affirmation exercise' were not supported by subsequent studies. . . . 
. . . the gender gap is most likely due to the combination of many 
small factors, rather than due to any one factor that can be easily 
modified.


To access the complete 25 kB post please click on http://bit.ly/19nKqCl.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

A paper that does not have references is like a child without an 
escort walking at night in a big city it does not know: isolated, 
lost, anything may happen to it.
- Bruno Latour (1987).

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 16 
August 2013.]
Hake, R.R. 2013. Reducing the Gender Achievement Gap in Introductory 
College Physics,  online on the OPEN! AERA-L archives at 
http://bit.ly/19nKqCl. Post of 16 Aug 2013 18:02:49-0400 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
distributed to various discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/1cTqqvf with a provision for 
comment.

---
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[tips] CU-Boulder Plots To Extend Life of Al Bartlett's Famous Lecture on Arithmetic, Population, and Energy

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post 
CU-Boulder Plots To Extend Life of Al Bartlett's Famous Lecture on 
Arithmetic, Population, and Energy [Hake (2013)].  The abstract 
reads:

ABSTRACT: A report CU-Boulder plots to extend life of Al Bartlett's 
famous lecture  [Anas (2013)] at http://bit.ly/16Cxvw1 describes a 
program of CU's Environmental Center to train people to give 
Bartlett's talk Arithmetic, Population, and Energy 
http://bit.ly/1e6wXiy.

As I stated in my post A Global Tribute to Al Bartlett [Hake 2013)] 
at http://yhoo.it/15N8pfj: I realize that some overpopulation 
deniers mistakenly claim that exponential growth is not relevant 
because the human population of developed countries is no longer 
increasing exponentially and is even starting to level out. But 
exponential growth is still present in many parts of the world and is 
responsible for the initiation of the World's present human 
overpopulation . . . . . .

A typical overpopulation denier is one dancing_badger who commented 
as follows on Anas' report: [Bartlett's] arguments regarding 
overpopulation have proven to be flawed. Once a country reaches 
maturity in terms of its economy and technological advancement its 
fertility rate plummets. We have seen this in Europe, Asia and the 
United States where populations are actually shrinking. The United 
Nations' own projections show total global population reaching a 
maximum of around 11 billion and then declining after that. As a 
threat the population bomb has proven to be a complete bust.

A cogent response to dancing_badger is provided by Bartlett himself 
in one of his latest essays Close the Fire Department, now online 
at http://bit.ly/13wgHCI, thanks to Marilyn Hempel, (2013), editor 
of the Population Press. In that essay Al describes his experience 
at a recent AAAS symposium on sustainability where a panelist, in 
answer to Al's question as to why the obvious benefits of reducing 
our present overpopulation were never mentioned, explained that 
United Nations figures show that the growth rate of world population 
is declining and world population growth is expected to stop on its 
own later in the century. So the population is under control and 
there is no need to worry ourselves about it at this time. Al 
responded by inviting the panelist to come with him to City Hall and 
seek to convince city government that it doesn't need a Fire 
Department since it's an established fact that all fires will 
eventually go out!
**

To access the complete 11 kB post please click on http://bit.ly/17nOP6b.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

The greatest shortcoming of the human race is our inability to 
understand the exponential function.
- Al Bartlett

REFERENCES [URL shortened by http://bit.ly/ and accessed on 14 Aug 2013.]
Hake, R.R. 2013. CU-Boulder Plots To Extend Life of Al Bartlett's 
Famous Lecture on Arithmetic, Population, and Energy, online on the 
OPEN! AERA-L archives at http://bit.ly/17nOP6b. Post of 13 Aug 2013 
20:03:46-0400 to AERA-L and Net-Gold. The abstract and link to the 
complete post are being distributed to various discussion lists and 
are on my blog Hake'sEdStuff at http://bit.ly/17pkVhT with a 
provision for comment.

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[tips] OFF TOPIC: English Majors: Roadblocks to STEM-Based Prosperity!

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post 
English Majors: Roadblocks to STEM-Based Prosperity! [Hake (2013)]. 
The abstract reads:

ABSTRACT: According to the National Governors Association webpage 
Science, Technology, Engineering,  Math (STEM) Education at 
http://bit.ly/14epfgM: STEM education for all students is linked 
to our nation's future prosperity . . . . . GOVERNORS ARE IN A UNIQUE 
POSITION TO ADVANCE COMPREHENSIVE STEM EDUCATION POLICY AGENDAS. . . 
. . [My CAPS.]

Governors are also in a unique position to deter English Majors (EMs) 
from blocking STEM-Based Prosperity. Governors need to take immediate 
steps to (a) outlaw offerings of the English Major in state 
universities; and (b) counter pro-EM propaganda by English professors 
- for example, Matz's Dear Garrison at http://bit.ly/14E1t4W, a 
counter to Garrison Keillor's EM-belittling jokes, and Edmundson's 
The Ideal English Major at http://bit.ly/1974pFo. Edmundson went 
over the top with: All students - and I mean all - ought to think 
seriously about majoring in English.

The late John Atherton (1986) - see http://lat.ms/18X3qHu - in his 
brilliant Confessions of an English Poetry Eater at 
http://bit.ly/17cwUPw has relayed the tragic testimony of Joseph 
Priestly Galileo (JPG), whose potential as a STEM superstar was 
demolished by closet English major B. JPG's transcript reads in 
part:

It was in my 22nd year that the horrible incident occurred. I had 
spent an idle and debauched evening at the home of B. . . . . . 
Suddenly B remarked, 'Joseph, have you ever seen a copy of T.H. 
Huxley's 'On a piece of chalk?' . . . . . .  'You see, Joseph, he 
said, as the poison on the pages worked its way with me, 'how can it 
be so bad if it gives so much delight? You must visit me more often. 
Perhaps,' he lowered his voice and bent close to my ear, 'perhaps I 
may let you read a novel.' When I drew back in alarm, he understood 
that he had gone too far. . . . . .When [my father] heard that I had 
sniffed the sulphur of metaphor, [he] at once confined me to the 
laboratory with a copy of Principia Mathematica. But the damage had 
been done.  . . . . . . . . . . . . . . . . If my story can be a 
warning to susceptible scientists, I will rest more easily. Remember, 
not a scintilla of metaphor can be allowed to touch the minds of our 
youth. We must stamp our ruthlessly any trace of the terrible traffic 
in tropes.  Alliteration! The horror, the horror! Nurse, please, a 
couplet, for I am fading fast.
*

To access the complete 13 kB post please click on http://bit.ly/19dKg0h.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

As for me, my senses have been completely shattered by contemporary 
poetry. There is no known cure.
 - Joseph Priestly Galileo as quoted by John Atherton (1986)


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 30 July 2013.]
Hake, R.R. 2013. English Majors: Roadblocks to STEM-Based 
Prosperity!  online on the OPEN! AERA-L archives at 
http://bit.ly/19dKg0h. Post of 11 Aug 2013 10:46:17-0400 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
distributed to various discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/19bP06B with a provision for 
comment.

---
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[tips] A Global Tribute to Al Bartlett

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post A 
Global Tribute to Al Bartlett [Hake (2013)].  The abstract reads:


ABSTRACT: On 23 July 2013 Al Bartlett, in a post My Cancer, to the 
discussion list Physoc wrote that his non-Hodgkins Lymphoma, 
previously dormant, has returned such that doctors had given him 30 
days, plus or minus.

A discussion list subscriber S suggested to me that:

(a) as a global tribute to Bartlett, people be invited to view his 
famous 8 part You Tube lecture series Arithmetic, Population, and 
Energy at http://bit.ly/1e6wXiy (aptly tabbed The Most Important 
Video You'll Ever See; and

(b) the goal should be to increase the total number of views for the 
series from its present 9.19 million to at least 10 million.

For information on Al Bartlett and his work see (a) Bartlett's 
website http://www.AlBartlett.ORG/ with its extensive collection of 
his articles, presentations, and interviews; and (b) the Wikipedia 
entry http://bit.ly/19jfGEU.

Congratulations to Al Bartlett for his indefatigable concentration on 
human overpopulation http://bit.ly/193LdIx, the overriding threat 
to life on Planet Earth.

I hope that many of you will now click on http://bit.ly/1e6wXiy so 
at to view Part 1 of Al's masterful explanation of exponential growth.

PLEASE PASS THIS MESSAGE ON.


To access the complete 6 kB post please click on http://yhoo.it/15N8pfj.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Twitter: http://bit.ly/juvd52

The greatest shortcoming of the human race is our inability to understand
the exponential function.
- Al Bartlett

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 07 
August 2013.]
Hake, R.R. 2013. A Global Tribute to Al Bartlett  online on the 
OPEN! Net-Gold archives at http://yhoo.it/15N8pfj.  Post of 07 Aug 
2013 13:34:10-0700 to AERA-L and Net-Gold. The abstract and link to 
the complete post are being distributed to various discussion lists 
and are on my blog Hake'sEdStuff at http://bit.ly/14zg5m7 with a 
provision for comment.

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[tips] A Looming Disaster?: Appointment of Larry Summers to Chairmanship of the Federal Reserve

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post A 
Looming Disaster?: Appointment of Larry Summers to Chairmanship of 
the FederalReserve [Hake (2013)].  The abstract reads:

ABSTRACT: According to Ezra Klein (2013) at http://wapo.st/14ggedZ 
Right now, Larry Summers is the front-runner for Fed chair.  WHAT'S 
THAT GOT TO DO WITH EDUCATION? Four points:

1. Commentator Chris Hayes at http://nbcnews.to/18L6Tck [one may 
have to wait out a 33 sec add :-( ] has sensibly argued that the most 
powerful federal U.S. official after the president is the Chairman of 
the Federal Reserve.

2. Summers thinks that considering the economy as a subset of the 
ecosystem, as does ecological economist Herman Daly 
http://bit.ly/1367eoS, is not the right way to look at it.

3. Considering point #2, Summers' appointment to head the Federal 
Reserve might be a disaster for the environment and Planet Earth.

4. Human history becomes more and more a race between education and 
catastrophe - H.G. Wells (1920) at http://bit.ly/yCkMjN.
*

To access the complete 10 kB post please click on http://yhoo.it/158Fm5z.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

Anyone who believes exponential growth can go on forever in a finite 
world is either a madman or an economist.
- Kenneth Boulding

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 30 July 2013.]
Hake, R.R. 2013. A Looming Disaster?: Appointment of Larry Summers 
to Chairmanship of the Federal Reserve online on the OPEN! Net-Gold 
archives at http://yhoo.it/158Fm5z. Post of 30 Jul 2013 
15:22:12-0700 to AERA-L and Net-Gold. The abstract and link to the 
complete post are being distributed to various discussion lists and 
are on my blog Hake'sEdStuff at http://bit.ly/14gRl1I with a 
provision for comment.

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[tips] Fourteen Quotes in Praise of Ignorance #2

[Richard Hake]

Some subscribers to TIPS might be interested in a 
recent post Fourteen Quotes in Praise of 
Ignorance #2 [Hake (2013)].  The abstract reads:

ABSTRACT:  Stimulated by Stuart Firestein's 
(2012) Ignorance: How It Drives Science at 
http://bit.ly/15NqzM1, in this post I list 
Fourteen Quotes in Praise of Ignorance. These 
quotes are listed in alphabetical order of the 
first letter of the author's name: Cicero, 
Disraeli, Dyson, Feynman, Firestein (3), 
Laërtius, Maxwell, de Montaigne, Pippard, 
Shelley, Wheeler, and Ziman.

[The present quote list is a sequel to: (a) 
Eleven Quotes in Honor of Inertia (Hake, 2006) 
at http://bit.ly/1409kCn], and (b) 
Twenty-eight Quotes Relevant to Overpopulation 
at the end of my post L.A. Times Population 
Report: Beyond 7 Billion - Fighting the Last 
War? (Hake, 2012) at  http://bit.ly/TeOpJj].
***

To access the complete 15 kB post please click on http://yhoo.it/15pF1ch.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 28 July 2013.]
Hake, R.R. 2013. Fourteen Quotes in Praise of 
Ignorance #2, online on the OPEN! Net-Gold 
archives at http://yhoo.it/15pF1ch. Post of 28 
Jul 2013 13:55:09 -0700 to AERA-L and Net-Gold. 
The abstract and link to the complete post are 
being distributed to various discussion lists and 
are on my blog Hake'sEdStuff at 
http://bit.ly/15eHCpp with a provision for 
comment.
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[tips] Sad News About Al Bartlett

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post Sad 
News About Al Bartlett [Hake (2013)].  The abstract reads:

ABSTRACT: In a disturbing discussion-list post, Al Bartlett 
http://bit.ly/19jfGEU wrote that his non-Hodgkins Lymphoma, 
previously dormant, has returned such that doctors give him 30 days, 
plus or minus. As a tribute, it may be appropriate to publicize one 
of Al's latest attempts to emphasize the crucial but 
under-appreciated importance of *overpopulation*.

In his pungent Population Press letter Close the Fire Department! 
soon to be online at Population Press 
http://populationpress.org/, Al describes his experience at a 
recent AAAS symposium on sustainability where a panelist, in answer 
to his question as to why the obvious benefits of reducing our 
present overpopulation were never mentioned, explained that United 
Nations figures show that the growth rate of world population is 
declining and world population growth is expected to stop on its own 
later in the century. So the population is under control and there is 
no need to worry ourselves about it at this time.

Al responded by inviting the panelist to come with him to City Hall 
and seek to convince city government that it doesn't need a Fire 
Department since it's an established fact that all fires will 
eventually go out!
***

To access the complete 14 kB post please click on http://yhoo.it/12mMNFH.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

The greatest shortcoming of the human race is our inability to 
understand the exponential function.
 - A.A. Bartlett

 'Sustainable growth' is an oxymoron.
 - A.A. Bartlett

Smart growth destroys the environment. Dumb growth destroys the 
environment. The only difference is that 'smart growth' does it with 
good taste. It's like booking passage on the Titanic. Whether you go 
first-class or steerage, the result is the same.
 - A.A. Bartlett

Can you think of any problem in any area of human endeavor on any 
scale, from microscopic to global, whose long-term solution is in any 
demonstrable way aided, assisted, or advanced by further increases in 
population, locally, nationally, or globally?
 - A.A. Bartlett


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 25 July 2013.]
Hake, R.R. 2013. Sad News About Al Bartlett, online on the OPEN! 
Net-Gold archives at http://yhoo.it/12mMNFH. Post of 25 Jul 2013 
16:29:59-0700 to AERA-L and Net-Gold. The abstract and link to the 
complete post are being distributed to various discussion lists and 
are on my blog Hake'sEdStuff at http://bit.ly/14MSm0s with a 
provision for comment.


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[tips] How Ignorance Drives Science #3

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post How 
Ignorance Drives Science #3 [Hake (2013)].  The abstract reads:

ABSTRACT: I recently became aware of Stuart Firestein's (2012) 
http://bit.ly/198nbyH Ignorance: How It Drives Science at 
http://bit.ly/15NqzM1 - the introduction is online at 
http://bit.ly/13wLAFE.

Here Firestein means by ignorance (in his own words) a particular 
condition of knowledge: the absence of fact, understanding, insight, 
or clarity about something. . . . . . This is knowledgeable 
ignorance, perceptive ignorance, insightful ignorance. To most 
scientists Firestein's ignorance is simply stupidity - see e.g., 
the signature quotes.

My own three decades worth of experience as a solid-state physicist 
is consistent with Firestein's thesis that ignorance (as defined 
above and called by scientists stupidity) drives science - see 
e.g., Early History of High Field Superconductivity: 1930-1967 - A 
Tragicomedy in Twelve Acts [Hake (2011)] at http://bit.ly/ojnMqo 
(8.8 MB), especially the Epilogue on page 28, wherein I give quotes 
supporting Firestein's thesis by scientists Berlincourt, Brush, 
Dyson, and Pippard.

In this post I also give links to further evidence in support of 
Firestein's thesis:

A. Three abstracts of discussion-list posts:
   a. Re: Should the History of Science Be Rated X? [Hake (2012a)] at
   http://bit.ly/NclPUR;
   b. Should the History of Science Be Rated X? ADDENDA [Hake (2012b)] at
   http://bit.ly/NUe6LC; and
   c. Can Education Research Be 'Scientific'? What's 
'Scientific'? [Hake (2012c)]
at http://bit.ly/YrZJUS.

B. Two books:
   a. Real Science: What it is, and what it means [Ziman (2000)] at
  http://bit.ly/c8N2U1, especially Ziman's statement on p. 183
 http://bit.ly/16OorRe most scientists would say that 
their research is
 directed into specific AREAS OF IGNORANCE - My CAPS.
b. Out of the Crystal Maze: Chapters from The History of Solid State
   Physics [Hoddeson  et al. (1992)] at http://bit.ly/195zbRk.
***

To access the complete 17 kB post please click on http://yhoo.it/17rfTBZ .

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

The pace of fundamental advance in physics is set by human 
STUPIDITY.  The pace is, and always has been, very slow.
 - Freeman Dyson (1958), my CAPS

If we wish to boast of our achievements, let us not point to the 
unerring pursuit of truth by a logically faultless thinking machine, 
but to the astonishing way in which truth can be caused to emerge 
from the toils of error and STUPIDITY.
- A.B. Pippard (1977), my CAPS

REFERENCES [URL shortened by http://bit.ly/ and accessed on 19 July 2013.]
Hake, R.R. 2013. How Ignorance Drives Science #3 online on the 
OPEN! Net-Gold archives at http://yhoo.it/17rfTBZ.  Post of 19 Jul 
2013 16:06:12-0700 to AERA-L and Net-Gold. The abstract and link to 
the complete post are being distributed to various discussion lists 
and are also on my blog Hake'sEdStuff at http://bit.ly/13PLYX5 
with a provision for comments.




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[tips] Why Democrats in Congress Fail To Support Climate Change Legislation #2

[Richard Hake]

Some subscribers to TIPS might be interested in a 
recent post Why Democrats in Congress Fail To 
Support Climate Change Legislation #2 [Hake 
(2013)].  The abstract reads:

**
ABSTRACT: In my discussion-list post Senator 
Sheldon Whitehouse - Time to Wake Up: GOP 
Opposition to Climate Science at 
http://yhoo.it/100EVIY I wrote: Unfortunately, 
Democrats in Congress are almost as unenlightened 
as Republicans.

In response, a subscriber wrote to me: In case 
anyone missed this excellent dissection of 
climate science opposition, here's why Demos are 
apparently 'unenlightened': ['Frontline - Climate 
of Doubt' (PBS, 2012)] at 
http://to.pbs.org/192dOxE.

I list the ALL-STAR cast and their online 
resumés: 19 Anthropomorphic Global Warming 
*Believers* and 20 Anthropomorphic Global Warming 
*Doubters*.
***

To access the complete 13 kB post please click on http://yhoo.it/11GTu2H.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm
LinkedIn: http://linkd.in/14uycpW

. . .American politics is being completely 
defined by huge sums of money. [In 2008] we had 
really a very broad coalition of people who 
believed that we ought to move forward [on 
climate change legislation] and do something. But 
as the [2012} campaign and the fear built up, 
people began to retreat. [Conservative 
organizations] spent huge sums of money IN A 
CAMPAIGN OF MAJOR DISINFORMATION. . . .[[My 
CAPS]. . . . that had a profound impact. And it 
has now made many people in public life very 
gunshy because they're afraid of having those 
amounts of money spent against them. . . . . 
.There's nothing like a loss in an election. . . 
. .[ as for Bob Ingliss of South Carolina, 
defeated by BIG $$ from conservative 
organizations]]. . . . .  to promote fear in the 
survivors. And that's exactly what happened in 
the United States Congress.
  - John Kerry, transcript PBS (2012)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 12 June 2013.]
Hake, R.R. 2013. Why Democrats in Congress Fail 
To Support Climate Change Legislation online on 
the OPEN! Net-Gold archives at 
http://yhoo.it/11GTu2H. Post of 11 Jun 2013 
19:58:37-0700 to AERA-L and Net-Gold. The 
abstract and link to the complete post are being 
distributed to various discussion lists and are 
also on my blog Hake'sEdStuff at 
http://bit.ly/17H3ZHk with a provision for 
comments.
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[tips] Senator Sheldon Whitehouse - Time to Wake Up: GOP Opposition to Climate Science

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post 
Senator Sheldon Whitehouse - Time to Wake Up: GOP Opposition to 
Climate Science [Hake (2013)].  The abstract reads:

**
ABSTRACT: Orlo Stitt (2013) of the Physoc list has called attention 
to Senator Sheldon Whitehouse's speech Time to Wake Up: GOP 
Opposition to Climate Science at http://1.usa.gov/13mbZsV. Therein 
Whitehouse says:

(1) How wise is it for the Republican Party to wed itself to the 
deniers and proclaim that climate change is a hoax?

(2) I'm willing to do a carbon pollution fee that sets the market in 
balance, and returns every single dollar to the American people.  No 
new agencies.  No new taxes.  No bigger government.  Every dollar 
back.  Just a balanced market, with the costs included in the price, 
which will make better energy choices, increase jobs, and prevent 
pollution.

In my opinion, regarding:

1: Whitehouse is correct in asserting that the Republican Party has 
wed itself to the  [climate change] deniers.  At 
http://bit.ly/11p423a are the quotes of 23 Senators (all 
Republicans, 50% of the 46 Republicans in the Senate) and 81 
Congressmen (all Republicans, 35% of the 234 Republicans in the 
House) who deny the deleterious effects of anthropomorphic climate 
change. Their uninformed statements indicate their appalling science 
illiteracy and that of the voters who elected them.

Unfortunately, Democrats in Congress are almost as unenlightened as 
Republicans - see Few Democrats In Congress Support Capps Climate 
Legislation (IT, 2013) at http://bit.ly/13NDgn3 - hence Hansen's 
(2013) proposal at http://huff.to/13gcjcR for a new American 
Party.

2: Whitehouse is in the economically sagacious company of: (a) 
conservatives George Schultz and Gary Becker (2013) in Why We 
Support a Revenue-Neutral Carbon Tax at http://bit.ly/11ZoaOr; and 
(b) James Hansen (2013) in The Courage to Fight Climate Change 
[Hansen  Romm (2013)] at http://bit.ly/12djtSf.
**

To access the complete 46 kB post please click on http://yhoo.it/100EVIY.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar:  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm

Those who are too smart to engage in politics are punished by being 
governed by those who are dumber.
 -Worthy of - but misattributed http://bit.ly/13hZKMD to - Plato 
(427-347 BC)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 09 June 2013.]
Hake, R.R. 2013. Senator Sheldon Whitehouse - Time to Wake Up: GOP 
Opposition to Climate Science online on the OPEN! Net-Gold archives 
at http://yhoo.it/100EVIY.  Post of 8 Jun 2013 19:40:10-0700 to 
AERA-L and Net-Gold. The abstract and link to the complete post are 
being distributed to various discussion lists and also on my blog 
Hake'sEdStuff at http://bit.ly/111dBsK.



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Re:[tips] Keystone XL: The Pipeline to Disaster

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post  Re: 
Keystone XL: The Pipeline to Disaster [Hake (2013)].  The abstract 
reads:


ABSTRACT: In his LA Times OpEd Keystone XL: The Pipeline to 
Disaster, James Hansen at http://lat.ms/16zLDF0 wrote: In March, 
the State Department gave the president cover to open a big spigot 
that will hitch our country to one of the dirtiest fuels on Earth for 
40 years or more. . . . . A public comment period is underway through 
April 22, after which the department will prepare a final statement 
to help the administration decide whether the pipeline is in the 
'national interest.'. . . . . .THE PERSPECTIVE OF PIPELINE APOLOGISTS 
IS CONTRARY TO THE LAWS OF PHYSICS AND BASIC ECONOMICS. . . . [[My 
CAPS]]. . . ., neither of which gives a damn about politics. . . . . 
. . . All of president Obama's achievements will fade if he doesn't 
act swiftly and decisively on climate change. Rejecting keystone is 
the first step.

A day before Hansen's OpEd appeared, Bill McKibben in John Kerry's 
Fateful Decision on the Keystone Pipeline at http://bit.ly/XsIS7X 
urged people to send Kerry a million public comments at 
http://bit.ly/16CvA9q.


To access the complete 13 kB post please click on http://yhoo.it/10lFYzV.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Google Scholar  http://bit.ly/Wz2FP3
Twitter: http://bit.ly/juvd52
Facebook: http://on.fb.me/XI7EKm

REFERENCES [URL shortened by http://bit.ly/ and accessed on 05 April 2013.]

Hake, R.R. 2013. Re: Keystone XL: The Pipeline to Disaster, online 
on the OPEN Net-Gold archives at http://yhoo.it/10lFYzV. Post of 05 
April 16:37-0700 to AERA-L and Net-Gold. The abstract and link to the 
complete post were transmitted to several discussion lists and are on 
my blog Hake'sEdStuff at http://bit.ly/10DV42q with a provision 
for comments.

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[tips] L.A. Times Population Report: Beyond 7 Billion

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post L.A. 
Times Population Report: Beyond 7 Billion [Hake (2012)].

Q. What does overpopulation have to do with TIPS?

A. Please see the Bartlett signature quotes.

The abstract reads:

**
ABSTRACT:  Some subscribers might be interested in the L.A. Times's 
5-part report of 22 July 2012 on population titled Beyond 7 Billion:

1. The Biggest Generation: Fertility rates fall, but global 
population explosion goes on at http://lat.ms/VgyZml;

2. Tinderbox Of Youth: Runaway population growth often fuels 
youth-driven uprisings at http://lat.ms/11HyUxm;

3. Hunger Without End: As the world's population grows, hunger 
persists on a massive scale at http://lat.ms/RwOQBE;

4. The China Effect: China's population and economy are a double 
whammy for the world at http://lat.ms/WEgDNg;

5. Dream Out Of Reach: Philippines birth control: Filipinos want it, 
priests don't at http://lat.ms/THShkB.

In a later L.A. Times OpED (2012) of 02 Dec at http://lat.ms/TyfOEB 
titled Beyond 7 billion: Bending the population curve, population 
experts from around the globe explain some of the approaches they've 
seen work - and the reasons others have not.

Kenneth R. Weiss, is also co-author of the 2006 L.A. Times 5-part 
Pulitzer-prize- winning series on the Altered Oceans at 
http://lat.ms/XjtPMn. Click on Part 1 in the upper right corner.
**

To access the complete 10 kB post please click on http://bit.ly/Ufro6y.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Twitter: http://bit.ly/juvd52

The greatest shortcoming of the human race is our inability to 
understand the exponential function.
  - A.A. Bartlett (2004)

In our classrooms and in our lives as scientists, we must 
acknowledge that overpopulation is the world's most serious and 
threatening problem and that this problem requires immediate and 
urgent attention.
-A.A. Bartlett (2012)

REFERENCES [URL shortened by http://bit.ly/ and accessed on 05 Dec 2012.]
Bartlett, A.A. 2004. The Essential Exponential! For the Future of 
Our Planet, Center for Science, Mathematics  Computer Education, 
University of Nebraska, Lincoln, publisher's information at 
http://bit.ly/VpN2pm.  Author's information at 
http://bit.ly/VJQzRN. The first chapter is online at 
http://bit.ly/QKtjEh.

Bartlett, A.A. 2012. The Meaning of Sustainability, Teachers 
Clearinghouse for Science and Society Education Newsletter 31(1); 
online at http://bit.ly/SyM0t8.

Hake, R.R. 2012. Hake, R.R. 2012. L.A. Times Population Report: 
Beyond 7 Billion, online on the OPEN! AERA-L archives at 
http://bit.ly/Ufro6y. Post of 5 Dec 2012 14:23:20-0800 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/YBNFUU with a provision for 
comments.

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[tips] The Injurious School Culture Enforced by High-Stakes Testing

[Richard Hake]

Some subscribers to TIPS might be interested in a recent post The 
Injurious School Culture Enforced by High-Stakes Testing [Hake 
(2012)]. The abstract reads:


Abstract: Richard Flarend of the Physoc list relayed an AP press 
release Fourth-graders who flunk reading have faces marked at 
http://usat.ly/QTRkd8 and concluded that an injurious school 
culture led to this mistake. More generally an injurious culture with 
consequences more serious than face marking is currently being forced 
upon most U.S. schools by the high-stakes testing mandated by NCLB.

In Public Defender: Diane Ravitch takes on a movement, David Denby 
at http://nyr.kr/RPfOkF wrote (paraphrasing; supplemented by 
references to Ravitch's critiques in The New York Review of Books; 
bracketed by lines #. . . . ):


Diane Ravitch has emerged as one of the leading opponents of the 
education-reform movement. She has:

1. Written a series of scathing rebuttals of reform measures in The 
New York Review of Books:
a. The Myth of Charter Schools http://bit.ly/h0Lx8Q;
b. School 'Reform': A Failing Gradehttp://bit.ly/TclFCY;
c. Schools We Can Envy http://bit.ly/QqtdTi;
d. How, and How Not, to Improve the Schools http://bit.ly/RPBDAO;
e.  Do Our Public Schools Threaten National Security? 
http://bit.ly/10hxmth;
f. In Mitt Romney's Schoolroom http://bit.ly/TcmHxS; and
g. Two Visions for Chicago's Schools http://bit.ly/SKjkeA.

2.  Written some two thousand posts on a blog 
http://dianeravitch.net/  she started in April, which has received 
almost a million and a half page views.

3. Published The Death and Life of the Great American School System: 
How Testing and Choice Are Undermining Education[Ravitch (2010a)] at 
http://amzn.to/pAjeZU.

4. Barnstormed across the country giving speeches berating the reform 
movement, which, in addition to test-based accountability, also 
supports school choice and charter schools (public institutions that 
often receive substantial private funding and are free from many 
regulations, such as hiring union teachers in states that require 
it), and which she calls a privatization movement. The reform 
movement has the support of President Obama and his Education 
Secretary, Arne Duncan; it is also championed by the Republican 
Party; by many governors, mayors, and schools chancellors; and by a 
variety of wealthy entrepreneurs and fund managers, including Bill 
Gates, Mark Zuckerberg, and Whitney Tilson. It has changed 
educational thinking in states such as Florida, Wisconsin, and 
Louisiana, and in cities such as Washington, D.C., New York, Los 
Angeles, and Chicago.

5. Argued that the reform movement is driven by an exaggerated 
negative critique of the schools, and that it is mistakenly imposing 
a free-market ethos of competition on an institution that, if it is 
to function well, requires cooperation, sharing, and mentoring.



To access the complete 10 kB post please click on http://bit.ly/SaQB3W.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to Socratic Dialogue Inducing (SDI) Labs: http://bit.ly/9nGd3M
Academia: http://bit.ly/a8ixxm
Blog: http://bit.ly/9yGsXh
GooglePlus: http://bit.ly/KwZ6mE
Twitter: http://bit.ly/juvd52

REFERENCES [URL shortened by http://bit.ly/ and accessed on 19 Nov 2012.]
Hake, R.R. 2012. The Injurious School Culture Enforced by 
High-Stakes Testing, online on the OPEN! AERA-L archives at 
http://bit.ly/SaQB3W.Post of 19 Nov 2012 17:25:15-0800 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/QqZrOd with a provision for 
comments.



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[tips] What Mathematicians Might Learn From Physicists

[Richard Hake]

Some subscribers to  might be interested in a recent 
discussion-list post What Mathematicians Might Learn From 
Physicists. [Hake (2012)]

Q. What this got to do with the psychological sciences?

A. Psychological science educators might also learn a few things from 
physicists.
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[tips] Microsoft's Lesson For Public Education

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych  might be interested in a 
recent discussion-list post Microsoft's  Lesson For Public 
Education [Hake (2012)]. The abstract reads:

*
ABSTRACT: EDDRA2's Mike Martin at http://yhoo.it/Pw1ks5 wrote: 
(paraphrasing):  Everyone in education should read 'Microsoft's 
Downfall: Inside the Executive E-mails and Cannibalistic Culture That 
Felled a Tech Giant' at http://vnty.fr/M4dJvA. . . . . . What 
educators need to know and to trumpet widely is precisely Microsoft's 
'astonishingly foolish management decision' to focus on ranking 
employees instead of focusing on consumers -  a ranking system that 
Bill Gates is now trying to impose on public education. . . . . 
Gates' ideas will stop teachers from developing education that is 
effective for children and instead focus on things that look good in 
the evaluation system.

As sequels to the above, see the Microsoft/Gates put-downs at, e.g.:

1. Barbara and David Mikkelson's Urban Legend Car Balk at 
http://bit.ly/RAGFjJ;

2. Louis Menand's hilarious The End Matter: The nightmare of 
citation at http://nyr.kr/McQrGm;

3. Gene Glass' insightful High Button Shoes and Education Reform at 
http://bit.ly/KcWqIs.
*

To access the complete 11 kB post please click on http://bit.ly/MdbtVq.

Richard Hake, Emeritus Professor of Physics, Indiana University
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Twitter http://bit.ly/juvd52
GooglePlus: http://bit.ly/KwZ6mE

. . . . it is time to speak some truth to power in this country: 
MICROSOFT WORD IS A TERRIBLE PROGRAM
   - Louis Menand (2003)


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
07 July 2012.
Hake, R.R. 2012. Microsoft's  Lesson For Public Education, online 
on the OPEN! AERA-L archives at http://bit.ly/MdbtVq.  Post of 7 
Jul 2012 13:54:43-0700 to AERA-L and Net-Gold. The abstract and link 
to the complete post were transmitted to several discussion lists and 
are also on my blog Hake'sEdStuff at http://bit.ly/LxEBKK with a 
provision for comments.

Menand, L. 2003. The End Matter: The nightmare of citation. New 
Yorker,  6 October, online at http://nyr.kr/McQrGm.

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[tips] Engage To Excel: Producing One Million Additional College Graduates with STEM Degree

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
Engage To Excel: Producing One Million Additional College Graduates 
with STEM Degrees [Hake (2012)]. The abstract reads:


ABSTRACT: The President's Council of Advisors on Science and 
Technology (PCAST), in a recent Public Release 
http://1.usa.gov/GYpAya announced a Report To The President: 
Engage To Excel: Producing One Million Additional College Graduates 
with Degrees in Science, Technology, Engineering, and Mathematics 
http://1.usa.gov/GZmbzq (3MB). Documents related to the report are 
listed under 2012 at http://1.usa.gov/GZllTf.

The report states: If the United States is to maintain its historic 
preeminence in the fields of science, technology, engineering, and 
mathematics (STEM) - and gain the social, economic, and national 
security benefits that come with such preeminence-then it must 
produce approximately 1 million more STEM professionals over the next 
decade than are projected to graduate at current rates [requiring an] 
increase the number of students who receive undergraduate STEM 
degrees by about 34% annually over current rates. The primary 
recommendations are:

1.  Catalyze widespread adoption of empirically validated teaching practices.

2.  Advocate and provide support for replacing standard laboratory 
courses with discovery- based research courses.

3. Launch a national experiment in postsecondary mathematics 
education to address the math preparation gap.

4.  Encourage partnerships among stakeholders to diversify pathways 
to STEM careers.

5.  Create a Presidential Council on STEM Education with leadership 
from the academic and business communities to provide strategic 
leadership for transformative and sustainable change in STEM 
undergraduate education.

I give excerpts from:

A. The Summary http://1.usa.gov/H3up7x of the PCAST Report;

B. Commentary on the PCAST Report by (a) Jeffrey Mervis in the AAAS 
Science Insider http://bit.ly/GZ3lab  (b)  David Bressoud in MAA 
Launchings http://bit.ly/GWTX80 and (c) Mary Ann Rankin in the 
Huffington Posthttp://huff.to/Hlgckc.

C. Appendix F of the PCAST Report Efficacy of Various Classroom Methods.
  

To access the complete 26 kB post please click on http://bit.ly/H0d2BE.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References
  which Recognize the Invention of the Internet (PEDARRII)
rrh...@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake

Physics educators have led the way in developing and using objective 
tests to compare student learning gains in different types of 
courses, and chemists, biologists, and others are now developing 
similar instruments. These tests provide convincing evidence that 
students assimilate new knowledge more effectively in courses 
including active, inquiry-based, and collaborative learning, assisted 
by information technology, than in traditional courses.
  - Wood  Gentile (2003)


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 29 
March 2012.] 

Hake, R.R. 2012. Engage To Excel: Producing One Million Additional 
College Graduates with STEM Degrees, online on the OPEN! AERA-L 
archives at http://bit.ly/H0d2BE. Post of 29 Mar 2012 15:19:02-0700 
to AERA-L and Net-Gold. The abstract and link to the complete post 
are also being transmitted to several discussion lists and are on my 
blog Hake'sEdStuff at http://bit.ly/GZazvO with a provision for 
comments.

Wood, W.B.  J.M. Gentile. 2003. Teaching in a research context, 
Science 302: 1510; 28 November; an abstract is online at 
http://bit.ly/9qGR6m.

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[tips] Can Physics Education Research Learn a Lot From Operant Conditioning?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych  might be interested in a 
recent post Can Physics Education Research Learn a Lot From Operant 
Conditioning? [Hake (2012)]. The abstract reads:

**
ABSTRACT: PhysLrnR's Diana Kornbrot wrote that Behaviourism, a la 
Skinner, questions the usefulness of inferred mental states as an 
explanatory concept - this has proved a dead-end.

To which Bud Nye responded [slightly edited; my CAPS; my inserts at 
. . . .[[insert]]. . . ]: But, behavioral treatments have a strong, 
extremely well documented history of effectiveness in psychotherapy 
and learning. The applied behavior analysis research support of 
behavioral methods is massive, of extremely high quality, and 
compelling. . . . . . Skinner. . . . 
.[[http://en.wikipedia.org/wiki/B._F._Skinner]]. . .  made many 
contributions and his work on operant conditioning is invaluable and 
makes a strong contributions to this day. Cognitive Behavioral 
Therapy . . . . 
.[[http://en.wikipedia.org/wiki/Cognitive_behavioral_therapy]]. . . 
..  is one of those strong contributions . . . Indeed Physics 
Education Research (PER) CAN LEARN A LOT FROM OPERANT CONDITIONING 
since rote learning also has a part to play in learning complex 
ideas. But the 'responses' that are being reinforced are not merely 
physical. They may well be verbal responses about the client's mental 
state.

I quote (with permission) comments I received from Julie Vargas, 
daughter of B.F. Skinner, in response to my posts Could 'Precision 
Teaching' and the Wider Education Communities Learn Something From 
One Another? at http://bit.ly/iA8mpj and http://bit.ly/ldcizH. 
Vargas's comments appear to be consistent with the above opinion of 
Nye.  Julie Vargas wrote [my inserts at . . . .[[insert]]. . . .; 
my CAPS]: In 'Behavior Analysis for Effective Teaching' (Vargas, 
2009) I quote [Eric Mazur]. What I didn't know was that his work was 
being touted as 'constructivist-oriented' 'Interactive Engagement.' 
I don't see . . . . [[Mazur's method, see e.g., his YouTube talk at  
http://bit.ly/dBYsXh]]. . . . as like Direct Instruction. . . . . . 
There is no choral responding. . . . . . I'm not sure [Mazur's 
method] is like Precision Teaching either. . . . . . . . 
.[[http://en.wikipedia.org/wiki/Precision_teaching]]. . . . .  I 
didn't see any fluency exercises, nor student graphing. But [MAZUR'S 
METHOD] IS DEFINITELY BEHAVIORAL in asking for student responding, 
adjusting according to how they do answer, and in the objectives 
being stated in clear terms that require 'applying' the principles to 
every day life in addition to just memorizing them.
**

To access the complete 10 kB post please click on http://bit.ly/yrvMaM.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References
  which Recognize the Invention of the Internet (PEDARRII)
rrh...@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake

People have nowadays . . . got a strange opinion that everything 
should be taught by lectures. Now, I cannot see that lectures can do 
so much good as reading the books from which the lectures are taken. 
Lectures were once useful; but now, when we can all read, and  books 
are so numerous, lectures are unnecessary. 
   Samuel Johnson according to James Boswell (1791)


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 06 March 2012.]
Boswell, J. 1791. Life of Samuel Johnson, LL.D., online at 
http://bit.ly/qfDXPz.

Hake, R.R. 2012. Can Physics Education Research Learn a Lot From 
Operant Conditioning? on the OPEN! AERA-L archives at 
http://bit.ly/yrvMaM. Post of 10 Mar 2012 09:43:20 -0800AERA-L and 
Net-Gold. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/wfURAx with a provision for 
comments.

Vargas, J. 2009. Behavior Analysis for Effective Teaching. 
Routledge, publisher's information at http://bit.ly/lTonxZ. 
Amazon.com information at http://amzn.to/iPiNwd, note the 
searchable Look Inside feature- some might be interested in the 
results of a search for Mazur.

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[tips] Listserves Are a 21st Century Tool With Advantages Over Web 2.0 Social Media #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Listserves Are a 21st Century Tool With Advantages Over 
'Web 2.0 Social Media' #2 [Hake (2012)]. The abstract reads:


ABSTRACT:  In an article Where Do Listservs. . . . [[sic - 
listserv is a trademark of L-soft , the generic term is 
listserve]]. . . . . Fit in a Social Media World? The networking 
tool of the 90s is starting to show its age, law librarian Greg 
Lambert implied that listserves are a 20th Century Tool in the 21st 
Century which clog up the email inbox.

But if Greg had subscribed to discussion lists running on LISTSERV 
software by L-Soft [see at http://www.lsoft.com/ and 
http://www.lsoft.com/catalist.html] he could have subscribed in the 
NOMAIL mode, thus receiving NO MAIL from the list while being free to 
browse the archives and post at his leisure, thus saving time, hard 
drive space, and sanity.

More generally, that Web 2.0 social media tools are much more 
efficient than listserves is problematic at best - see, e.g., Gerald 
Grow's (2009) list of 11 advantages of listserves at 
http://bit.ly/wBApNg (scroll down about half way). 


To access the complete 14 kB post please click on http://bit.ly/y2M2t3.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References
  which Recognize the Invention of the Internet (PEDARRII)
rrh...@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake

It is not enough to observe, experiment, theorize, calculate and 
communicate; we must also argue, criticize, debate, expound, 
summarize, and otherwise transform the information that we have 
obtained individually into reliable, well established, public 
knowledge.
   John Ziman. 1969. Information, Communication, Knowledge, Nature 224:
   318-324; abstract online at http://bit.ly/cNPB1d.


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 04 March 2012.]
Hake, R.R. 2012. Listserves Are a 21Century Tool With Advantages 
Over 'Web 2.0 Social Media'  #2, on the OPEN! AERA-L archives at 
http://bit.ly/y2M2t3. Post of 4 Mar 2012 13:08:07-0800 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to several discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/xbTnMS with a provision for 
comments.

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[tips] Physicist Steven Weinberg's Essay AGAINST PHILOSOPHY (was References for Hermeneutics of Physics)

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Physicist Steven Weinberg's Essay 'AGAINST PHILOSOPHY' 
(was 'References for Hermeneutics of Physics')  [Hake (2012)]. The 
abstract reads:


ABSTRACT: Faye Pasamonte of the PhysLrnR list requested references on 
the hermeneutics of physics. [An online dictionary tells me that 
hermeneutics is the branch of knowledge that deals with 
interpretation, esp. of the Bible or literary texts.] My relay of 
her request - along with a dismissal of hermeneutics by philosopher 
Denis Phillips - to the HOPOS-L list (History of Philosophy of 
Science) initiated a 20-post thread replete with references and a mix 
of opinions on the value of hermeneutics. Philosopher George Gale, a 
hermeneutics skeptic, wrote (paraphrasing) Steven Weinberg in 
Chapter 7  'AGAINST PHILOSOPHY' of his book 'Dreams of a Final 
Theory' holds his own pretty damn well against the despised 
philosophers.

Weinberg wrote: . . . we should not expect it [philosophy] to 
provide today's scientists with any useful guidance about how to go 
about their work or about what they are likely to find. . . .  After 
surveying three decades of professional writings in the philosophy of 
science, the philosopher George Gale. . . . .[[in Science and the 
Philosophers (Gale, 1984)]]. . . . . concludes that 'THESE ALMOST 
ARCANE DISCUSSIONS, VERGING ON THE SCHOLASTIC, COULD HAVE INTERESTED 
ONLY THE SMALLEST NUMBER OF PRACTICING SCIENTISTS.'. .  . . . . . . 
.[[my CAPS]]. . . . Wittgenstein (1980) wrote that 'nothing seems to 
me less likely than that a scientist or mathematician who reads me 
should be seriously influenced in the way he works.' 


To access the complete 15 kB post please click on http://bit.ly/xupPFH.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References
  which Recognize the Invention of the Internet (PEDARRII)
rrh...@earthlink.net
Links to Articles: http://bit.ly/a6M5y0
Links to SDI Labs: http://bit.ly/9nGd3M
Blog: http://bit.ly/9yGsXh
Academia: http://iub.academia.edu/RichardHake
Twitter https://twitter.com/#!/rrhake

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 20 Feb 2012.]

Hake, R.R. 2012. Physicist Steven Weinberg's Essay 'AGAINST 
PHILOSOPHY' (was 'References for Hermeneutics of Physics'),  online 
on the OPEN! AERA-L archives at http://bit.ly/xupPFH.  Post of 20 
Feb 2012 16:48:24-0800 to AERA-L and Net-Gold. The abstract and link 
to the complete post are being transmitted to several discussion 
lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/zWfVlX with a provision for comments.


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[tips] Bao et al.'s Comparison of Learning and Scientific Reasoning in Chinese U.S. Schools: Alternate Conclusions and Recommendations

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in an 
article Bao et al.'s Comparison of Learning and Scientific Reasoning 
in Chinese  U.S. Schools: Alternate Conclusions and Recommendations 
[Hake (2012)]. The abstract reads:


ABSTRACT: The features, findings, conclusions, and recommendations of 
the valuable Science report Learning and Scientific Reasoning: 
Comparisons of Chinese and U.S. students show that content knowledge 
and reasoning skills diverge by Bao et al. (2009) are summarized.

The primary feature is that Chinese and U.S. students enrolled in 
introductory physics courses for science and engineering majors in 
medium-rated universities were tested near the start of classes with 
the Force Concept Inventory (FCI), the Brief Electricity and 
Magnetism Assessment (BEMA), and the Lawson Classroom Test of 
Scientific Reasoning (LCTSR).

The primary finding is that although Chinese students' averaged 
scores on the FCI and BEMA indicated *good conceptual understanding* 
of basic physics areas, and were, respectively, 1.9 and 2.9 standard 
deviations above those of U.S. students, their scores on the LCTSR 
were about the same as those of the U.S. students: at the low end of 
Lawson's hypothetical-deductive reasoning range.

Bao et al. draw the conclusion that CURRENT EDUCATION AND ASSESSMENT 
IN THE STEM DISCIPLINES OFTEN EMPHASIZES FACTUAL RECALL OVER DEEP 
UNDERSTANDING OF SCIENCE REASONING and recommend that researchers 
and educators (1) invest more in the development of a balanced 
method of education, such as incorporating more *inquiry-based 
learning*, and (2) measure not only content knowledge but also 
other factors so as to obtain a more holistic evaluation of students.

I criticize the Bao et al. report on two counts: (1) the conclusion 
doesn't follow from the findings; and (2) the recommendations are 
either ambiguous, problematic, or invalid.

A conclusion consistent with the findings is: AVERAGE SCORES BY BOTH 
CHINESE AND U.S. FRESHMEN ON FCI, BEMA, AND LCTSR INDICATE THAT K-12 
STEM EDUCATION IN BOTH THOSE COUNTRIES EMPHASIZES FACTUAL RECALL OVER 
CONCEPTUAL UNDERSTANDING AND SCIENTIFIC REASONING.

Recommendations that are, in my view, less ambiguous, less 
problematic, and more valid are: K-12 EDUCATORS SHOULD (1) utilize 
interactive engagement, inquiry, cognitive enhancement methods, and 
tests of reasoning; (2) emphasize a few fundamental concepts of STEM; 
and (3) develop age-appropriate assessments of concepts, 
epistemological beliefs, learning attitudes, and reasoning so as to 
*formatively* assess the effectiveness of their teaching methods. In 
addition, IN THE U.S. EFFORTS SHOULD BE MADE TO (4) reduce poverty, 
(5) upgrade the education, salary, and prestige of K-12 teachers, and 
(6) establish National Education Standards.


To access the complete 385 kB article please click on http://bit.ly/zQfIdo.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Human history becomes more and more a race between education and catastrophe.
   H. G. Wells (1920) in The Outline of History


REFERENCES [URL shortened by http://bit.ly/ and accessed on 07 Feb 2012.]
Bao, L., T. Cai, K. Koenig, K. Fang, J. Han, J. Wang, Q. Liu, L. 
Ding, L. Cui, Y. Luo, Y. Wang, L. Li,  N. Wu. 2009a. Learning and 
Scientific Reasoning: Comparisons of Chinese and U.S. students show 
that content knowledge and reasoning skills diverge. Science 
323(5914): 586 - 587, 30 January; online as a 184 kB pdf at 
http://bit.ly/90sdAG; supporting material is online as a 152 kB pdf 
at http://bit.ly/aNmbVz. See also the longer report Learning of 
content knowledge and development of scientific reasoning ability: A 
cross culture comparison [Bao et al. (2009b)].

Bao, L., K. Fang, T. Cai, J. Wang, L. Yang, L. Cui, J. Han, L. Ding, 
 Y. Luo. 2009b. Learning of content knowledge and development of 
scientific reasoning ability: A cross culture comparison. Am. J. 
Phys. 77(12): 1118-1123; online to subscribers at 
http://bit.ly/wV1wbe.

Hake , R.R. 2012. Bao et al.'s Comparison of Learning and Scientific 
Reasoning in Chinese  U.S. Schools: Alternate Conclusions and 
Recommendations, online as a 385 kB pdf at  http://bit.ly/zQfIdo. 
The abstract and link to the complete article are being transmitted 
to various discussion lists and are also on my blog Hake'sEdStuff 
at http://bit.ly/zM0Jqi with a provision for comments.

Wells, H.G. 1920. The Outline of History. For a Wikipedia entry 
which discusses the interesting history of this treatise see

[tips] Platonic vs Socratic Methods (was . . . . Physicists Seek To Lose The Lecture As Teaching Tool )

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent discussion-list post Platonic vs Socratic Methods (was '. . . 
. Physicists Seek To Lose The Lecture As Teaching Tool') [Hake 
(2012)]. The abstract reads:

*
ABSTRACT:  Joe Redish, in a PhysLrnR post wrote (paraphrasing): . . 
.  I tell my TA's not to do Socratic dialogs, guiding the students 
through the answers as in the classic 'Socratic dialog' of Plato's 
'Meno'. There Socrates shows a slave that he knows everything he 
needs to prove the Pythagorean theorem.

But Joe's so-called classic 'Socratic dialog' of Plato's Meno is 
actually Platonic dialogue not the Socratic Dialogue of the 
historical Socrates as (1) researched by the late classics scholar 
Gregory Vlastos  http://en.wikipedia.org/wiki/Gregory_Vlastos; (2) 
practiced by the late Arnold Arons, myself, and possibly a few 
others; (3) exhaustively explained in a post The Socratic Method of 
the Historical Socrates, Plato's Socrates, and the Law School 
Socrates [Hake (2007)].

IMHO, Joe would have done better to have written: . . .  I tell my 
TA's not to do *Platonic* dialogs, guiding the students through the 
answers. For almost two decades, ever since Robert Morse (1994) 
published The Classic Method of Mrs. Socrates. . . [Morse should 
haven titled it The Classic Method of Mrs. Plato)]. . .  Joe Redish 
has persisted in giving Socratic Dialogue a bad name by confusing it 
with Platonic Dialogue.

This pedagogical misconception is probably a factor in the nearly 
complete neglect of effective Socratic pedagogy by Physics Education 
Researchers.
*

To access the complete 17 kB post please click on http://bit.ly/y4l2Eh.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

If Confucius can serve as the Patron Saint of Chinese education, let 
me propose Socrates as his equivalent in a Western educational 
context - a Socrates who is never content with the initial 
superficial response, but is always probing for finer distinctions, 
clearer examples, a more profound form of knowing. Our concept of
knowledge has changed since classical times, but Socrates has 
provided us with a timeless educational goal - ever deeper 
understanding.
Howard Gardner (1989)

REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
10 Jan 2012.]
Gardner, H. 1989. The Academic Community Must Not Shun the Debate 
Over How to Set National Educational Goals, The Chronicle of Higher 
Education, 8 November.

Hake, R.R. 2011. Platonic vs Socratic Methods (was . . . . 
Physicists Seek To Lose The Lecture As Teaching Tool ) online on the 
OPEN! AERA-L  archives at http://bit.ly/y4l2Eh. Post of 10 Jan 2012 
10:59:16-0800 to AERA-L and Net-Gold. The abstract and link to the 
complete post are being transmitted to several discussion lists and 
are also on my blog Hake'sEdStuff at http://bit.ly/wXfWse with a 
provision for comments.

Morse, R.A. 1994. The Classic Method of Mrs. Socrates, Phys. Teach. 
32(5): 276-277; online as a 287 kB pdf at http://bit.ly/iT1ksI, 
thanks to the University of Colorado PER group.
   

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[tips] No Standard Outcome Measures For Science Education? #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in No 
Standard Outcome Measures For Science Education? #2 [Hake (2011)].

The abstract reads:

*
ABSTRACT: Robin Millar and Jonathan Osborne in Chapter 3 of Research 
and Practice: A Complex Relationship [Shelley et al. (2009)] claimed 
that: (a) NO STANDARD OR COMMONLY AGREED OUTCOME MEASURES EXIST FOR 
ANY MAJOR TOPIC IN SCIENCE EDUCATION. . . . [[my CAPS]]. . . , (b) 
the Force Concept Inventory (FCI) reflects a choice of *values* that 
is arguable, and (c) the FCI has not been subjected to the same 
rigorous scrutiny of factorial structure and content validity as have 
standard measures in psychology.

That no standard outcome measures exist for any major topic in 
science education is negated by the existence of Concept Inventories 
http://en.wikipedia.org/wiki/Concept_inventory for astronomy, 
biology, chemistry, economics, engineering, geoscience, and math . . 
. . [[BUT NOT PSYCHOLOGY! :-(]]. . . .

That the FCI reflects *values* that are arguable is correct only if 
the arguers think that there's little value in students' learning the 
basic concepts of Newtonian mechanics.

That the FCI has not been subjected to rigorous scrutiny of factorial 
structure ignores the 1995 factor analyses of Huffman  Heller and 
Heller  Huffman, and responses to those analyses by Hestenes  
Halloun and Halloun  Hestenes.

That the FCI has not been as not been subjected to rigorous scrutiny 
of content validity ignores section IIB. Validity and reliability of 
the mechanics test (Mechanics Diagnostic) in Halloun  Hestenes 
(1985a) - that verification of validity applies also to the FCI since 
it's almost the same as the Mechanics Diagnostic.
*

To access the complete 24 kB article please click on http://bit.ly/rfyamc.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

50 years of research, curriculum development, and implementation 
have not presented consistent and compelling patterns of outcomes.
 Shelley et al. (2009, p. 4) summarizing a claim by Osborne (2007)

Physics educators have led the way in developing and using objective 
tests to compare student learning gains in different types of 
courses, and chemists, biologists, and others are now developing 
similar instruments. These tests provide convincing evidence that 
students assimilate new knowledge more effectively in courses 
including active, inquiry-based, and collaborative learning, assisted 
by information technology, than in traditional courses.
  Wood  Gentile (2003) Teaching in a research context


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
16 Oct 2011.]

Hake, R.R. 2011. No Standard Outcome Measures For Science Education? 
#2 online on the OPEN! AERA-L archives at http://bit.ly/rfyamc.. 
Post of 16 Oct 2011 11:04:41-0700 to AERA-L and Net-Gold. The 
abstract and link to the complete post were transmitted to various 
discussion lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/pFXc32.

Osborne, J. 2007. In praise of armchair science education, 
contained within E-NARST News 50(2), online as a 3.2 MB pdf at 
http://bit.ly/qsRwaK. The talk itself is online as a 112 kB pdf at 
http://bit.ly/r4Khl7.

Shelley, M.C., L.D. Yore,  B. Hand, eds. 2009. Quality Research in 
Literacy and Science Education: International Perspectives and Gold 
Standards. Springer, publisher's information at 
http://bit.ly/b58vbP. Amazon.com information at 
http://amzn.to/97OVJx, note the searchable Look Inside feature. 
Barnes  Noble information at http://bit.ly/p40bKu. An expurgated 
(teaser) version is online as a Google book preview at 
http://bit.ly/qK8T9P.

Wood, W.B.,  J.M. Gentile. 2003. Teaching in a research context, 
Science 302: 1510; 28 November; online as a 209 kB pdf at 
http://bit.ly/oK46p7.
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[tips] Twenty-three Suggestions of Books For a Boys Education Book Club

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych  might be interested in 
Twenty-three Suggestions of Books For a Boys Education Book Club 
[Hake (2011)].

The abstract reads:

*
ABSTRACT: POD's Cynthia Desrochers, in a post A book on boys? 
requested suggestions for a good Book Group book to read in a 
College of Education on boys, specifically, on their school
difficulties, pK-12+, and mentioned that she was familiar with Boys 
Adrift  [Sax (2007)] and The Trouble with Boys [Tyre (2008)]. 
PODers O'Sullivan and Clemente suggested a few more books and 
possible sources of books from which I derived 4 more book titles.  I 
add 17 more for a total of 23 references.

These 23 constitute only a fraction of the books that might be 
appropriate for a Boys Education Book Club. Others may wish to add 
their own recommendations.

Gender differences in education is a facet of gender issues in 
education generally and also Gender Issues in Science/Math Education 
(GISME) [Hake  Mallow (2008):
Part 1 http://bit.ly/gXdrvR (8.5 MB); Part 2 http://bit.ly/fBTzqV 
(4.8 MB)]; see especially the Part 2 topics:
E. Gender  Spatial Visualization,
F. Harvard President Summers' Speculation on Innate Gender 
Differences in Science and Math Ability,
K. Is There a Female Science? - Pro  Con,
L. Schools Shortchange Girls (or is it Boys)?,
M. Sex Differences in Mathematical Ability: Fact or Artifact?
*

To access the complete 21 kB article please click on http://bit.ly/oDDHfB.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

It may still be a man's world. But it is no longer, in any way, a 
Boy's. From his first days in school, an average boy is already 
developmentally two years behind the girls in reading and writing. 
Yet he's often expected to learn the same things in the same way in 
the same amount of time. While every nerve in his body tells him to 
run, he has to sit still and listen for almost eight hours a day. 
Biologically, he needs about four recesses a day, but he's lucky if 
he gets one, since some lawsuit-leery schools have banned them 
altogether.
  Michelle Conlin (2003)

REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
02 Oct 2011.]

Conlin, M. 2003. The New Gender Gap: From kindergarten to grad 
school, boys are becoming the second sex, Business Week, May 26; 
online at http://buswk.co/ppJx4L.

Hake, R.R. 2011. Twenty-three Suggestions of Books For a Boys 
Education Book Club online on the OPEN! AERA-L archives at 
http://bit.ly/oDDHfB. Post of 2 Oct 2011 19:16:29-0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/qAYJCC with a provision for 
comments.
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Re:[tips] Assessment of Critical Thinking Skills

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
discussion-list post Re: Assessment of Critical Thinking Skills 
[Hake (2011)].

The abstract reads:

*
ABSTRACT: David Musick of the DrEd list wrote (paraphrasing): We are 
working on a project related to 'critical thinking skills' and how 
they might be assessed in medical students.  I am aware of the 
'California Critical Thinking Skills Test series' and the 
'Watson-Glaser Critical Thinking Appraisal.' I would be interested in 
learning more about similar instruments.

DrEd subscribers suggested the Health Sciences Reasoning Test, a 
test developed for use by educators and researchers to assess the 
critical thinking skills of health science professionals and health 
science students, commercially available from Insight Assessment 
http://www.insightassessment.com/.

Among other tests that might be of interest to Musick and others are:

a.  Biologist Anton Lawson's Classroom Test of Scientific Reasoning 
(CTSR), a test of ability to apply aspects of scientific and 
mathematical reasoning to analyze a situation, make a prediction, or 
solve a problem. The CTSR has contributed importantly to physics 
education research, thanks to Coletta, Phillips,  Steinert.

b. The Council for Aid to Education's Collegiate Learning 
Assessment (CLA) employed by Arum  Roksa to show (purportedly) that 
U.S. higher education is Academically Adrift. Arum  Roksa (2011, 
p. 21) wrote: According to its developers, the CLA was designed to 
access 'core outcomes espoused by all of higher education - critical 
thinking, analytical reasoning, problem solving, and writing.' 

I give academic references to all the above tests as well as to 
valuable articles in the critical thinking area:

(1) Assessing Critical Thinking Skills [Stein et al. (2003)],

(2) Responding Responsibly To the Frenzy to Assess Learning in 
Higher Education [Shavelson  Huang (2003)].
*

To access the complete 13 kB post please click on http://bit.ly/oMew7d.


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

What we assess is what we value. We get what we assess,
and if we don't assess it, we won't get it.
Lauren Resnick [quoted by Grant Wiggins (1990)]

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 24 
August 2011.]
Hake, R.R. 2011. Re: Assessment of Critical Thinking Skills, 
online on the OPEN! AERA-L archives at http://bit.ly/oMew7d. Post 
of 24 Aug 2011 09:02:59-0700 to AERA-L and Net-Gold. The abstract and 
link to the complete post are being transmitted to various discussion 
lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/qZ2FRc with a provision for comments.

Wiggins, G. 1990. The Truth May Make You Free, But the Test May Keep 
You Imprisoned: Toward Assessment Worthy of the Liberal Arts, AAHE 
Assessment Forum: 17-31; online at http://bit.ly/a7g09T.
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Re:[tips] controlled experiments

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
discussion-list post Re: controlled experiments [Hake (2011)].

The abstract reads:

*
ABSTRACT: PhysLnrR's Brian Foley wrote (paraphrasing):

I would love to be doing controlled experiments much of the time - 
but they are darn near impossible to pull off. . . . . . Once you 
have your 40 approved classrooms, you RANDOMLY SELECT 20 TEACHERS and 
train them on your innovation. . . . . Also your 20 control teachers 
need to be using their 'traditional' teaching (and specifically teach 
like they have never heard of your innovation.. . . . and if you have 
designed some good assessments of learning, then you will finally 
have your result. . . . . .and if your innovation makes a difference 
YOU JUST MIGHT GET THE MAGICAL p  0.05 RESULT.

Brian seems to have succumbed to the siren calls of the Gold 
Standardistas and the Statistical Significance Cultists.  Modesty 
forbids mention of these possible antidotes:

a. Should Randomized Control Trials Be the Gold Standard of 
Educational Research? at http://bit.ly/qrUfFz,

b. Seventeen Statements by Gold-Standard Skeptics #2 at 
http://bit.ly/oRGnBp,

c. The Cult of Statistical Significance at http://bit.ly/dkTyXP.
*

To access the complete 10 kB post please click on http://bit.ly/onA7jk.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

In some quarters, particularly medical ones, the randomized 
experiment is considered the causal 'gold standard.' IT IS CLEARLY 
NOT THAT IN EDUCATIONAL CONTEXTS, given the difficulties with 
implementing and maintaining randomly created groups, with the 
sometimes incomplete implementation of treatment particulars, with 
the borrowing of some treatment particulars by control group units, 
and with the limitations to external validity that often follow from 
how the random assignment is achieved.
 - Tom Cook  Monique Payne (2002, p. 174)

After 4 decades of severe criticism, the ritual of null hypothesis 
significance testing - mechanical dichotomous decisions around a 
sacred 0.05 criterion - still persists. This article reviews the 
problems with this practice, including its near-universal 
misinterpretation of p as the probability that Ho . . . .[[the null 
hypothesis]]. . . .  is false, the misinterpretation that its 
complement is the probability of successful replication, and the 
mistaken assumption that if one rejects Ho one thereby affirms the 
theory that led to the test. Exploratory data analysis and the use of 
graphic methods, a steady improvement in and a movement toward 
standardization in measurement, and emphasis on effect sizes using 
confidence intervals, and the informed use of available statistical 
methods is suggested. FOR GENERALIZATION, PSYCHOLOGISTS MUST FINALLY 
RELY, AS HAS BEEN DONE IN THE OLDER SCIENCES, ON REPLICATION.  [My 
CAPS.]
- Jacob Cohen (1994) in The earth is round (p  .05)


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 11 July 2011.]
Cook, T.D.  M.R. Payne. 2002. Objecting to the Objections to Using 
Random Assignment in Educational Research in Mosteller  Boruch 
(2002).

Cohen, J. 1994. The earth is round (p  .05), American Psychologist 
49: 997-1003; online as a 1.2 MB pdf at http://bit.ly/a45I2t thanks 
to Christopher Green http://www.yorku.ca/christo/.

Hake, R.R. 2011. Re: controlled experiments, online on the OPEN! 
AERA-L archives at http://bit.ly/onA7jk. Post of 11 Jul 2011 
11:15:54-0700 to AERA-L, Net-Gold, and PhysLrnR.  The abstract and 
link to the complete post are being transmitted to various discussion 
lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/qNlxAV with a provision for comments.

Mosteller, F.  R. Boruch, eds. 2002. Evidence Matters: Randomized 
Trials in Education Research. Brookings Institution. Amazon.com 
information at  http://amzn.to/n6T0Uo . A searchable expurgated 
Google Book Preview is online at http://bit.ly/mTcPIE.

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Re:[tips] Operational Definitions

[Richard Hake]

If you reply to this long (8 kB) post please don't hit the reply 
button unless you prune the copy of this post that may appear in your 
reply down to a few relevant lines, otherwise the entire already 
archived post may be needlessly resent to subscribers.

In response to my SClistserv post Operational Definitions [Hake 
(2011)], Michael Lamport Commons (2011) wrote: What about 
reinforcement strength?

I assume Michael is implying that the psychological term 
reinforcement strength is ambiguous in common usage and would 
benefit from an operational definition. [Please correct me if I'm 
wrong.]

Perhaps experts in reinforcement strength or Precision Teaching 
http://en.wikipedia.org/wiki/Precision_teaching could agree (or 
have agreed) on such a definition. It would appear that Michael is 
one such.  See, e.g., Biological Determinants of Reinforcement, Vol. 
7 [Commons et al. (1988)].

I'm certainly not an expert in reinforcement, but as a start my 
search of Google http://www.google.com/ search for [reinforcement 
strength psychology] (with the quotes . . .  but without them 
square brackets [. . . .]yielded 1,101 hits at http://bit.ly/mRFKdg 
on 29 June 2011 15:12-0700.

BTW, I noted the following entry on reinforcement in the 
Dictionary of Biological Psychology by J.R. Stellar at 
http://bit.ly/lQJ87m   [bracketed by lines S. . . . ]

SSS
Reinforcement is a term coined by B.F.Skinner (1904-1990) to refer to 
the property of a STIMULUS in strengthening an operant response made 
by an organism. An example of a reinforcer would be a food pellet and 
an example of an OPERANT behaviour would be lever-pressing by a 
hungry rat. Reinforcement leads to very predictable behaviour such as 
the pause after reinforcement on a schedule where a rat is given a 
reinforcement after a fixed interval (see SCHEDULES OF 
REINFORCEMENT). If the reinforcement is made available on a variable 
interval schedule, the response rate is steady. Another example, 
comes from the resistance to EXTINCTION observed in partial schedules 
of reinforcement versus continuous reinforcement, where every 
response triggers a reinforcement. Such observations apply equally 
well to animals and humans, making reinforcement one of the central 
concepts of PSYCHOBIOLOGY. Skinner originally intend this bond 
between behaviour and the reinforcing stimulus to be seen as a 
reflected in operant behaviour in the same way that the bond between 
a CONDITIONED STIMULUS and UNCONDITIONED STIMULUS in CLASSICAL 
CONDITIONING is rcflected in the strength of the conditioned stimulus

However, this hope was dashed by the ability of the subjects to learn 
to display low rates of behaviour to a reinforcer, as in the 
DIFFERENTIAL REINFORCEMENT OF LOW RATES schedule of reinforcement. In 
current research, some direct studies of the biological basis of 
reinforcement processes are made, such as in ELECTRICAL BRAIN 
STIMULATION or in studies involving the SELF-ADMINISTRATION of a 
DRUG. Often reinforcement is used as a device to get subjects to 
behave in desired ways for other studies of motor or sensory or 
cognitive function. Given that reinforcement can elicit instinctive 
behaviour directly or relation to conditioned stimuli set up in 
association (even accidentally) with reinforcement, interpretation of 
when reinforcement is operating can be difficult. For example, is the 
rate of food response decrease seen after administration of a drug 
that blocks DOPAMINE receptors due to a loss of reinforcement 
strength or a motor impairment? In drug reinforcement, an increase in 
the dose provided in a self-administration situation typically 
results in a decrease in response rate as the subject attempts to 
maintain an optimal blood level. This optimal blood level indicates 
that two forces are acting to constrain behaviour: one which pushes 
up responding and is probably the reinforcing effects of the drug, 
and the second which pushes down responding and is probably the 
aversive or toxic effects of the drug. While methods exist to measure 
the reinforcing strength of a drug reward, they must be validated 
against experimental tests. The mistake in generalizing from food 
'self-administration' reinforcement (the larger the reinforcement the 
more the response until satiety) to drug self-administration is an 
illustration of face-valid intuition-based conclusions.
SSS

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake


REFERENCES
Commons, M.L. 2011. Re: Operational Definitions, post of 29 Jun 
2011 15:21:19-0400 t to SClistserv; online at http

Re:[tips] A Question: Where Does Current Reform Come From?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might 
be interested in a discussion-list post Re: A 
Question: Where Does Current Reform Come From?  
[Hake (2011)].

The abstract reads:

***
ABSTRACT: Joshua Fisher (2011) in his Math-Teach 
post A Question: Where Does Current Reform Come 
From? wrote (paraphrasing): How does one enable 
middle school kids to know the formula for the 
area of a sphere as required by the standards? . 
. . .So just give it to 'em, right? Yet, my 
supervisor tried to avoid this consequence. My 
question is . . . . What is the incentive to 
promote Not Telling over Telling?

For physics education, Fisher's last question 
might be better posed as What is the incentive 
to promote Interactive Engagement (IE) over 
Direct Instruction (DI). The answer is that 
over 40-years worth of physics education research 
has demonstrated that IE is far more effective in 
promoting students' conceptual understanding of 
physics than DI.

I suspect that a similar statement might be made 
for math education, but except for the work of 
Jerry Epstein (2007) at http://bit.ly/bqKSWJ, 
there's been little, if any, pre- to post-course 
testing of math concepts.  Thus math educators 
have little information on the relative 
effectiveness of IE and DI courses in promoting 
conceptual understanding.
***

To access the complete 19 kB post please click on http://bit.ly/iHzGwm. 

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

ŠI point to the following unwelcome truth: much 
as we might dislike the implications, research is 
showing that didactic exposition of abstract 
ideas and lines of reasoning (however engaging 
and lucid we might try to make them) to passive 
listeners yields pathetically thin results in 
learning and understanding - except in the very 
small percentage of students who are specially 
gifted in the field.
  Arnold Arons in Teaching Introductory Physics (p. vii, 1997)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 26 June 2011.]
Arons, A.B. 1997. Teaching Introductory 
Physics. Wiley.  Amazon.com information at 
http://amzn.to/bBPfop. Note the searchable 
Look Inside feature.

Hake, R.R. 2011. Re: A Question: Where Does 
Current Reform Come From?  AERA-L archives at 
http://bit.ly/iHzGwm.  Post of 26 Jun 2011 
15:07:50-0700 to Math-Teach, AERA-L, and NetGold. 
The abstract and link to the complete 19 kB post 
are being transmitted to various discussion lists 
and are also on my blog Hake'sEdStuff at 
http://bit.ly/izN28y with a provision for 
comments.



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[tips] Anatomy Education

[Richard Hake]

Some subscribers to TIPS and TeachEdPsychk might be interested in a 
discussion-list post Anatomy Education [Hake (2011)].

What's anatomy education got to do with psychology education?  Both 
suffer from a general failure to employ pre/post testing to gauge the 
effectiveness of their courses.

The abstract reads:


ABSTRACT: Robin Hopkins in a POD post Shift in the teaching of 
science wrote: I'm interested in the shift that is required of 
traditional anatomists as the medical school moves toward a 
curriculum that requires anatomy to be taught/learned in ways that 
are more aligned with the clinical application of anatomy than simply 
'knowing' anatomy (usually for tests).

If the tests are of the usual classroom type then they require only 
the regurgitation of memorized material rather than higher-order 
learning such as the understanding of scientific concepts. I suspect 
that higher-order learning is required for the *effective* clinical 
application of anatomy.

In my opinion, the major shift is the teaching of science is the 
shift From Teaching to Learning: A New Paradigm for Undergraduate 
Education [Barr  Tagg (1995)]. Unknown to most of academia, 
education researchers have developed Concept Inventories 
http://en.wikipedia.org/wiki/Concept_inventory that can be used in 
*formative* pre/post testing to gauge the impact of courses on 
students' learning and understanding of scientific concepts.

At least in physics such testing demonstrates that Traditional (T) 
passive-student lecture courses result in course-averaged normalized 
learning gains g that are about two-standard deviations below those 
of Interactive Engagement (IE) courses.  I give 28 hot-linked 
references to some of the relevant literature.
***

To access the complete 22 kB post please click on http://bit.ly/m8e4v2.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

['Educating Physicians'] is a very important book that comes at a 
critical time in our nation's history. We will not have enduring 
health care reform in this country unless we rethink our medical 
education paradigms. This book is a call to arms for doing just 
that.
George E. Thibault, president, Josiah Macy, Jr. Foundation



REFERENCES [URL's shortened by http://bit.ly/ and accessed on 19 June 2011.]

Cooke, M., D.M. Irby,  B.C. O'Brien. 2010.  Forward by Lee S. 
Shulman. Educating Physicians: A Call for Reform of Medical School 
and Residency. Jossey-Bass, publisher's information at 
http://bit.ly/d52HEP. Amazon.com information at 
http://amzn.to/jhZJ0l. Note the searchable Look Inside feature.

Hake, R.R. 2011. Anatomy Education, online on the OPEN! AERA-L 
archives at http://bit.ly/m8e4v2.  Post of 19 Jun 2011 
14:15:36-0700 to AERA-L and NetGold. The abstract and link to the 
complete 22 kB post are being transmitted to various discussion lists 
and are also on my blog Hake'sEdStuff at http://bit.ly/jskdvE 
with a provision for comments.

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Re:[tips] pedagogical reform in an introductory biology class, with nod to PER

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
discussion-list post Re: pedagogical reform in an introductory 
biology class, with nod to PER [Hake (2011)].

The abstract reads:

*
ABSTRACT: PhysLrnR's Krishna Chowdary in a post pedagogical reform 
in an introductory biology class, with nod to PER commented that 
(paraphrasing):

(a) It would have been nice if the 'Chronicle of Higher Education' 
report 'Low-Cost Instructional Changes Can Cut Achievement Gap in 
Intro Biology, Scholars Say' [Glenn (2011)] and the 'Science' article 
'Increased Structure and Active Learning Reduce the Achievement Gap 
in Introductory Biology' [Haak et al. (2011)] had made more clear the 
previous work in Physics Education Research (PER), and

(b) Glenn's statement that 'The instructors did not want to turn to 
a multiple-choice (MC) test format because they were committed to 
helping students learn high-level problem-solving and analysis, not 
simple memorization of facts' contradicts the fact that 'MC physics 
concept tests/clicker questions span the range from simple 
memorization all the way to high-level synthesis, analysis, and 
evaluation.

I agree with Chowdary and provide relevant academic references.
*

To access the complete 23 kB post please click on http://bit.ly/kIoYHz.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

There is substantial evidence that scientific teaching in the 
sciences, i.e., teaching that employs instructional strategies that 
encourage undergraduates to become actively engaged in their own 
learning, can produce levels of understanding, retention and transfer 
of knowledge that are greater than those resulting from traditional 
lecture/lab classes. But widespread acceptance by university faculty 
of new pedagogies and curricular materials still lies in the future.. 
. . . We conclude that widespread promotion and adoption of the 
elements of scientific teaching by university science departments 
could have profound effects in promoting a scientifically literate 
society and a reinvigorated research enterprise.
  Robert DeHaan (2005)

Physics educators have led the way in developing and using objective 
tests to compare student
learning gains in different types of courses, and chemists, 
biologists, and others are now developing similar instruments. These 
tests provide convincing evidence that students
assimilate new knowledge more effectively in courses including 
active, inquiry-based, and
collaborative learning, assisted by information technology, than in 
traditional courses.
 Wood  Gentile (2003)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 05 June 2011.]
DeHaan, R.L. 2005. The Impending Revolution in Undergraduate Science 
Education, Journal  of Science Education and Technology 14(2): 
253-269; abstract online at http://bit.ly/cqIK1w. 

Hake, R.R. 2011. Re: pedagogical reform in an introductory biology 
class, with nod to PER, online on the OPEN! AERA-L archives at 
http://bit.ly/kIoYHz. Post of 5 Jun 2011 15:02:52 -0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/miDgSz.

Wood, W.B.,  J.M. Gentile. 2003. Teaching in a research context, 
Science 302: 1510; 28
November; an abstract is online at  http://bit.ly/9qGR6m.

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Re:[tips] The Journal of Humanistic Mathematics #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsy might be interested in a 
discussion-list post Re: The Journal of Humanistic Mathematics #2 
[Hake (2011b)].

The abstract reads:

*
ABSTRACT: In response to my post Louis Paul Benezet and the 'Journal 
of Humanistic Mathematics'  [Hake (2011a)], Kirby Urner wrote:

JHM has lots of interesting content. . . . To have everything hinge 
on any one figure, be that Piaget, Benezet, Escalante or anyone, 
seems a rather dim-witted approach to any narrative.

Kirby's unjustified (IMHO) barb may have been provoked by my failure 
to provide more information on JHM. In atonement I herewith give the 
URL's:

(a) http://bit.ly/lo8U6L for JHM's homepage where it's stated that 
JHM in an online-only, open-access, peer-reviewed journal at 
http://scholarship.claremont.edu/jhm/;

(b) http://bit.ly/k75Lht for the webinar discussing JHM and its community;

(c) http://bit.ly/kgaF8m for the first issue of JHM, which provides 
free downloads of the articles in that issue.

CORRECTION: The Benezet articles were published in the Humanistic 
Mathematics Newsletter (HMN), not JHM as stated in Hake (2011).  HMN 
was evidently a precursor to both the new Journal of Humanistic 
Mathematics (JHM), and *its* precursor the Humanistic Mathematics 
Network Journal (HMNJ).
***

To access the complete 11 kB post please click on http://bit.ly/kETBhc.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Mathematics is the gate and key of the sciences. . . .Neglect of 
mathematics works injury to all knowledge, since he who is ignorant 
of it cannot know the other sciences or the things of this world. And 
what is worse, men who are thus ignorant are unable to perceive their 
own ignorance and so do not seek a remedy.
  Roger Bacon (Opus Majus, bk. 1, ch. 4) http://bit.ly/dzjbWv


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 8 
May 2011.]
Benezet, L.P. (1935, 1936). The Teaching of Arithmetic I, II, III: 
The Story of an Experiment. Journal of the National Education 
Association 24(8): 241-244 (1935); 24(9): 301-303 (1935); 25(1): 7-8 
(1936). The articles (a) were reprinted in the HUMANISTIC MATHEMATICS 
NEWSLETTER 6: 2-14 (May 1991); (b) are on the web along with other 
Benezetia at the Benezet Centre http://bit.ly/926tiM.

Hake, R.R. 2011a. Louis Paul Benezet and the 'Journal of Humanistic 
Mathematics'  online on the OPEN! AERA-L archives at 
http://bit.ly/iZbn2b. Post of 5 May 2011 15:03:46 -0700 to AERA-L, 
NaturalMath, and Net-Gold. The abstract and link to the complete post 
were transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/khQHD5.

Hake, R.R. 2011b. Re: The Journal of Humanistic Mathematics #2, 
online on the OPEN! AERA-L archives at http://bit.ly/kETBhc. Post 
of 8 May 2011 12:24:56-0700 to AERA-L and Net-Gold. The abstract and 
link to the complete post were transmitted to various discussion 
lists and are also on my blog Hake'sEdStuff at 
http://bit.ly/lucs9q with a provision for comments.

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[tips] Louis Paul Benezet and the 'Journal of Humanistic Mathematics'

[Richard Hake]

Some subscribers to TIPS and TeachEdPsy might be interested in 
discussion-list post Louis Paul Benezet and the 'Journal of 
Humanistic Mathematics'  [Hake (2011)].

The abstract reads:

***
ABSTRACT: Maria Droujkova of the NaturalMath list pointed to the 
Journal of Humanistic Mathematics (JHM).

According to the editors Mark Huber http://bit.ly/jFFYGS and Gizem 
Karaali http://bit.ly/murQT2: [For us] the term *humanistic 
mathematics* means 'the human face of mathematics.' Thus our emphasis 
is on the aesthetic, cultural, historical, literary, pedagogical, 
philosophical, psychological, and sociological aspects as we look at 
mathematics as a human endeavor. More broadly, we aim to provide a 
forum for both academic and informal discussions about matters 
mathematical.

In 1991 JHM lived up to that ideal by reprinting the ground-breaking 
articles by Louis Paul Benezet (1935/36) The Teaching of Arithmetic 
I, II, III: The Story of an Experiment [Benezet (1935, 1936)]. 
Therein Louis Paul Benezet - see e.g. http://bit.ly/926tiM and 
http://bit.ly/ifjAv9 -  showed a way to make math education work: 
viz., abandon the mindless drill that goes with most formal 
instruction of mathematics in the lower grades in favor of his new 3 
R's: reading, reasoning, and reciting, where reciting meant 
speaking the English language.
***

To access the complete 7 kB post please click on http://bit.ly/iZbn2b.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

A society's competitive advantage will come, not from how well its 
schools teach the multiplication and periodic tables, but from how 
well they stimulate imagination and creativity.
 -- Commonly attributed to Albert Einstein


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 5 
May 2011.]
Benezet, L.P. (1935, 1936). The Teaching of Arithmetic I, II, III: 
The Story of an Experiment. Journal of the National Education 
Association 24(8): 241-244 (1935); 24(9): 301-303 (1935); 25(1): 7-8 
(1936). The articles (a) were reprinted in the Humanistic Mathematics 
Newsletter 6: 2-14 (May 1991); (b) are on the web along with other 
Benezetia at the Benezet Centre http://bit.ly/926tiM.

Hake, R.R. 2011. Louis Paul Benezet and the 'Journal of Humanistic 
Mathematics'  online on the OPEN! AERA-L archives at 
http://bit.ly/iZbn2b. Post of 5 May 2011 15:03:46 -0700 to AERA-L, 
NaturalMath, and Net-Gold. The abstract and link to the complete post 
were transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/khQHD5.


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[tips] Is the 'Teacher Effect' the Dominant Factor in Students' Academic Gain? #3

[Richard Hake]

Some subscribers to TIPS and TeachEdPsy might be interested in 
discussion-list post Is the 'Teacher Effect' the Dominant Factor in 
Students' Academic Gain? #3 [Hake (2011b)].

The abstract reads:


ABSTRACT:  In a previous post titled Is the 'Teacher Effect' the 
Dominant Factor in Students' Academic Gain? I pointed to the 
analyses of physicists Michael Marder and Dhruv Bansal (2009) at 
http://bit.ly/hYbbLe, which suggested that educational outcomes 
for students from wealthy and poor families are very different in 
Texas.

More recently Reeve Hamilton (2011) in a recent report in the Texas 
Tribune titled Is Poverty the Key Factor in Student Outcomes? 
http://bit.ly/mpkki0 did an excellent job of showcasing Marder's 
(2011) work by means of an interview and video clips of Marder 
explaining his graphs of mathematics achievement vs poverty 
concentration in Texas.

Hamilton wrote: [Marder] sat down with the Tribune to talk about the 
role of poverty in educational outcomes, why he thinks charter 
schools are not necessarily the answer, and why he likes to think of 
the public education system as a Boeing airplane. . . .  .[[more 
accurately, the dysfunctional British de Havilland Comet whose 
malfunction, like the malfunction of the U.S. K-12 educational 
system, was continually misdiagnosed - see Marder (2011) at 
http://bit.ly/fjUquC.]]. . . . .


To access the complete 15 kB post please click on http://bit.ly/jy61UB.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

For the short term, preparing teachers in mathematics and science is 
a wise and useful step toward improving schools. . . . . .[But]. . . 
As quickly as possible, we must understand the link between poverty 
and educational outcomes in the US, devise solutions, and test and 
implement them. Britain briefly tried to substitute public relations 
for aircraft safety and paid with the loss of its commercial aviation 
sector. I hope the United States can avoid a similar error, that 
proponents of teacher quality and charter schools will recognize the 
weakness of the evidence before it is too late, that we will not 
damage public education, let down our most vulnerable students, and 
lose technical leadership we take for granted.
 Michael Marder (2011)

REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 3 
May 2011.]

Hake, R.R. 2011a. Is the 'Teacher Effect' the Dominant Factor in 
Students' Academic Gain? online on the OPEN! AERA-L archives at 
http://bit.ly/g6UWUZ. Post of 7 Apr 2011 17:51:59-0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post were 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/ifvkSz.

Hake, R.R. 2011b. Is the 'Teacher Effect' the Dominant Factor in 
Students' Academic Gain? #3
 online on the OPEN! AERA-L archives at http://bit.ly/jy61UB. Post 
of 3 May 2011 13:02:37 -0700. The abstract and link to the complete 
post are being transmitted to various discussion lists and are also 
on my blog Hake'sEdStuff at http://bit.ly/k1HsRH with a provision 
for comments.

Marder, M. 2011. Failure of U.S. Public Secondary Schools in 
Mathematics: Poverty is a More Important Cause than Teacher Quality, 
to be submitted, online as a 3.3 MB pdf at http://bit.ly/fjUquC. 
See also Marder  Bansal (2009) and Marder (2010).

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[tips] Physics Education Research - Not Widely Known in Higher Education #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion-list post Physics Education Research - Not Widely Known 
in Higher Education #2[Hake (2011b)].

The abstract reads:

**
ABSTRACT: In response to my post Physics Education Research - Not 
Widely Known in Higher Education [Hake (2011a) 
http://bit.ly/iT4YsN], a discussion-list subscriber wrote to me 
privately, asking for references on instructional methods that had 
been used in physics to produce relatively high average normalized 
gains g in students' conceptual understanding of mechanics.

In this post I give the titles and references to seven of the more 
popular Interactive Engagement (IE) methods discussed in 
Interactive-engagement vs traditional methods: A 
six-thousand-student survey of mechanics test data for introductory 
physics courses [Hake (1998a,b)] and (following Heller, 1999 
http://bit.ly/in4bGv - scroll to page 7) their relationship to 
learning theories from cognitive science.

The common features of those methods are reflected in the 
*operational* definition of IE courses given in Hake (1998a):  'IE 
courses' are those designed at least in part to promote conceptual 
understanding through active engagement of students in heads-on 
(always) and hands-on (usually) activities WHICH YIELD IMMEDIATE 
FEEDBACK through discussion with peers and/or instructors, all as 
judged by their literature descriptions.

Thus a hallmark of IE course is their use of formative assessment 
as defined by Black  Wiliam http://bit.ly/kuDmNX: All those 
activities undertaken by teachers -- and by their students in 
assessing themselves -- THAT PROVIDE INFORMATION TO BE USED AS 
FEEDBACK TO MODIFY TEACHING AND LEARNING ACTIVITIES.

BTW: (1) I think this post is relevant to instructors in ANY subject 
that requires higher order thinking skills, not just Newtonian 
mechanics.  (2) After transmitting Physics Education Research - Not 
Widely Known in Higher Education [Hake (2011a)], I was reminded that 
Peggy Maki http://www.peggymaki.com/ is one of the few assessment 
gurus in higher education who is both knowledgeable and appreciative 
of Physics Education Research - see e.g. Assessing for Learning 
[Maki (2011) http://bit.ly/j1hTeW], especially Chapter 4.
**

To access the complete 25 kB post please click on http://bit.ly/lNZe6Z.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Physics educators have led the way in developing and using objective 
tests to compare student learning gains in different types of 
courses, and chemists, biologists, and others are now developing 
similar instruments. These tests provide convincing evidence that 
students assimilate new knowledge more effectively in courses 
including active, inquiry-based, and collaborative learning, assisted 
by information technology, than in traditional courses.
 Wood  Gentile (2003)


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
30 April 2011.]

Hake, R.R. 2011a. Physics Education Research - Not Widely Known in 
Higher Education,  online on the OPEN! AERA-L archives at 
http://bit.ly/iT4YsN. Post of 27 Apr 2011 17:07:07-0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post were 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/msoLwx with a provision for 
comments.

Hake, R.R. 2011b. Physics Education Research - Not Widely Known in 
Higher Education #2, online on the OPEN! AERA-L archives at 
http://bit.ly/lNZe6Z. Post of 30 Apr 2011 13:49:34-0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/mozc8W with a provision for 
comments.

Wood, W.B.,  J.M. Gentile. 2003. Teaching in a research context, 
Science 302: 1510; 28 November; an abstract is online at 
http://bit.ly/9qGR6m.

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[tips] Physics Education Research - Not Widely Known in Higher Education

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion-list post Physics Education Research - Not Widely Known 
in Higher Education  [Hake (2011)].

The abstract reads:

***
ABSTRACT: Economist Bill Goffe in his PhysLrnR post Re: Business 
agenda for K-12 STEM education: not research-informed wrote 
(paraphrasing):

. .  . it appears that Physics Education Research isn't widely known 
even in higher ed. For example Trudy Banta and Charles Blaich in a 
Change Magazine article Closing the Assessment Loop 
http://bit.ly/lQyEYp bemoan the fact that they can find very few 
instances of improved learning after a teaching innovation. The 
extensive physics education research that so convincingly 
demonstrates such a connection is not even mentioned.

That Trudy Banta http://bit.ly/mKElpt and Charles Blaich 
http://bit.ly/iNrXrL are evidently either unaware or dismissive of 
physics education research is typical of the near total disconnect 
between (a) Psychologists, Education specialists, and 
Psychometricians (PEP's), and (b) education researchers in STEM 
disciplines - see e.g. Evidence on Promising Practices in 
Undergraduate Science, Technology, Engineering, and Mathematics 
(STEM) Education http://bit.ly/ceg1Bx, and Possible Palliatives 
for the Paralyzing Pre/Post Paranoia that Plagues Some PEP's [Hake 
(2006) http://bit.ly/caWtWl].
***


To access the complete 15 kB post please click on http://bit.ly/iT4YsN.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake


There is substantial evidence that scientific teaching in the 
sciences, i.e., teaching that employs instructional strategies that 
encourage undergraduates to become actively engaged in their own 
learning, can produce levels of understanding, retention and transfer 
of knowledge that are greater than those resulting from traditional 
lecture/lab classes. But widespread acceptance by university faculty 
of new pedagogies and curricular materials still lies in the future. 
. . . . We conclude that widespread promotion and adoption of the 
elements of scientific teaching by university science departments 
could have profound effects in promoting a scientifically literate 
society and a reinvigorated research enterprise.
  Robert DeHaan (2005)

One of the most striking findings [came from comparison of the 
learning outcomes (as measured by the FCI and a related inventory on 
mechanics) from 14 traditional courses (2,084 students) and 48 
courses using interactive-engagement (active learning) techniques 
(4,458 students). . . . .[[Hake (1998a,b)]]. . . . . The results on 
the FCI assessment showed that  students in the interactive 
engagement courses outperformed students  in the traditional courses 
by 2 SDs. Similarly, students in the interactive-engagement courses 
outperformed students in the  traditional courses on the Mechanics 
Baseline Test, a measure of problem-solving ability. This certainly 
looks like evidence that active learning works! Research in physics 
education is having a profound effect on the development of 
instructional materials.
   Joel Michael (2006)


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
27 April 2011.]

DeHaan, R.L. 2005. The Impending Revolution in Undergraduate Science 
Education, Journal of Science Education and Technology 14(2): 
253-269; the abstract and first page are online at 
http://bit.ly/cqIK1w.

Hake, R.R. 2011. Physics Education Research - Not Widely Known in 
Higher Education  online on the OPEN! AERA-L archives at 
http://bit.ly/iT4YsN. Post of 27 Apr 2011 17:07:07-0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post are being 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/msoLwx with a provision for 
comments.

Michael, J. 2006. Where's the evidence that active learning works? 
Advances in Physiology Education 30: 159-167, online at 
http://bit.ly/fjJ2Lj.

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[tips] Question About AP #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion-list post Question About AP #2 [Hake (2011b)].

The abstract reads:

*
ABSTRACT: In my post Re: Question About AP [Hake (2011a) 
http://bit.ly/i3uB5u],  I answered a question effectively posed by 
Standardisto-basher Susan Ohanian: Anyone know of research 
questioning Advanced Placement? Physicist Bernard Cleyet, noting 
that Susan had run an interview with Hans Ohanian regarding his 2008 
book Einstein's Mistakes http://amzn.to/hLUbY0 asked 
(paraphrasing): Is Susan Ohanian any relation to Hans Ohanian?

In this post Question About AP #2 [Hake (2011b)] I point out that:

1. Susan, in her comment http://bit.ly/feISk7 on Valerie Strauss' 
(2004) Back to Basics vs. Hands-On Instruction, answered Cleyet's 
question indirectly by writing When a team of 4th grade 
investigators rediscovered Newton's law of gravity. . . . . my 
husband, the Ph.D. physicist, confirmed the results. Thus it's a 
good bet that Susan and Hans are married.

2.  Little known to historians of education reform, Stauss' report 
played a key role in the CA State Board of Education's sudden 
decision on 10 March 2004 to replace its demand that instructional 
materials must compose NO MORE than 20 to 25 percent of hands-on 
activities with the *opposite* demand that instructional materials 
must compose AT LEAST 20 to 25 percent of hands-on activities! Who 
says science journalism is unimportant?  This amazing story of 
California's wacky education politics is detailed in Direct Science 
Instruction Suffers a Setback in California - Or Does It? [Hake 
(2004) http://bit.ly/aWsazm].
*

To access the complete 14 kB post please click on http://bit.ly/f1k7jR.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

If you try to introduce people. . . . .[[such as the 
direct-instruction-obsessed CA State Board of Education]]. . .  to a 
paradigm shift, they will hear what you have to say and then 
interpret your words in terms of their old paradigm. What does not 
fit, they will not hear.
 Myron Tribus  (2001)


REFERENCES [All URL's accessed on 14 April 2011 and shortened by 
http://bit.ly/.]

Hake, R.R. 2011a. Re: Question About AP online on the OPEN! AERA-L 
archives at http://bit.ly/i3uB5u. Post of 11 Apr 2011 16:43:01-0700 
to AERA-L and Net-Gold. The abstract and link to the complete post 
were distributed to various discussion lists and are also online on 
my blog Hake'sEdStuff at http://bit.ly/gaORYu with a provision 
for comments.

Hake, R.R. 2011b. Question About AP #2 online on the OPEN! AERA-L 
archives at http://bit.ly/f1k7jR. Post of 13 Apr 2011 20:39:27-0700 
to AERA-L and Net-Gold. The abstract and link to the complete post 
are being distributed to various discussion lists and are also online 
on my blog Hake'sEdStuff at http://bit.ly/evb8P9  with a 
provision for comments.

Tribus, M. 2001. Quality in Education According to the Teachings of 
Deming and Feuerstein, online as a 78 kB pdf at 
http://bit.ly/hwcbjn. A Wikipedia entry on Myron Tribus is at 
http://bit.ly/g5uGEk.




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Re:[tips] Critical Thinking: Designing Instructional Strategies to Promote Critical Thought

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion list post Re: Critical Thinking: Designing Instructional 
Strategies to Promote Critical Thought [Hake (2011)].

The abstract reads:

*
ABSTRACT: Valerie Kisiel, in her STLHE_L post Critical Thinking: 
Designing Instructional Strategies to Promote Critical Thought has 
pointed to:

a.  a commercially available Overview of Critical Thinking Workshop 
http://bit.ly/hb5YCX; and

b.  the Critical Thinking Community http://bit.ly/e3GEyz 
(CTC):Celebrating 30 years of working for essential change in 
education.

The CTC is sponsoring the 31st International Conference on Critical 
Thinking http://bit.ly/ggeVjr, 25-28 July 2011 (Pre-conference 
23-24 July) in Berkeley, CA. Presenters will be Rush Cosgrove 
http://bit.ly/gvSxyG, Linda Elder http://bit.ly/hC2U9V, Gerald 
Nosich http://bit.ly/f3JUrJ, Richard Paul http://bit.ly/h7dOlM.

Elder and Paul are authors of many of the Critical Thinking 
Community's set of 21 Thinkers Guides - see http://bit.ly/hvNeTc. 
Among the titles are Intellectual Standards, Scientific Thinking, 
Engineering Reasoning, The Art of Asking Essential Questions, 
The Art of Socratic Questioning, and How to Improve Student 
Learning.

Are any list subscribers familiar with the those Guides? What is 
their connection, if any, with Adey  Shayer's Cognitive 
Acceleration  Feuerstein's Instrumental Enrichment 
http://bit.ly/fASlF1?
*

To access the complete 11 kB post please click on http://bit.ly/hNNf1E.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

The whole of science is nothing more than a refinement of everyday 
thinking. It is for this reason that the critical thinking of the 
physicist cannot possibly be restricted to the examination of 
concepts from his own specific field. He cannot proceed without 
considering critically a much more difficult problem, the problem of 
analyzing the nature of everyday thinking.
 -- Albert Einstein (1936) in Physics and Reality


REFERENCES [All URL's accessed on 24 March 2011 and shortened by 
http://bit.ly/.]
Einstein, A.  1936. Physics and Reality, J. of the Franklin 
Institute 221. An abstract is online at http://bit.ly/hhfwwb .

Hake, R.R. 2011. Re: Critical Thinking: Designing Instructional 
Strategies to Promote Critical Thought, online on the OPEN! AERA-L 
archives at http://bit.ly/hNNf1E. Post of 24 Mar 2011 09:44:12-0700 
to AERA-L and Net-Gold. The abstract and link to the complete post 
are being distributed to various discussion lists and are also online 
on my blog Hake'sEdStuff at http://bit.ly/fBQdVr with a provision 
for comments.

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Re:[tips] Interactive Engagement Typically Lowers Student Evaluations of Teaching?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in 
discussion list post Re: Interactive Engagement Typically Lowers 
Student Evaluations of Teaching? [Hake (2011)].

The abstract reads:

**
  ABSTRACT:  PhysLrnR's Bill Goffe wrote (paraphrasing): I thought I 
recalled reading here that interactive engagement typically lowers 
student evaluations of teaching, but I've not been able any such 
claims in the literature.

Goffe's post initiated a 17-post thread (as of 19 March 15:47-0700) 
accessible at http://bit.ly/i9zBsd to those who take a few minutes 
to subscribe to PhysLrnR at http://bit.ly/beuikb.

Bill may have overlooked my post Re: What if students learn better 
in a course they don't like? [Hake (2006)].  Therein I wrote 
(condensing and paraphrasing):

When I first started teaching an introductory physics course I 
followed the example of teaching-award-winning faculty and taught in 
a traditional manner: passive student lectures, lots of exciting 
demos, algorithmic problem exams, recipe labs, and a relatively easy 
final exam. I was gratified to receive a Student Evaluation of 
Teaching (SET) evaluation point average EPA = 3.38 [B plus on a scale 
of 1 - 4] for 'overall evaluation of professor.' Had I continued 
using traditional methods and giving easy exams I would doubtless 
have risen to become the U.S. Secretary of Education, or at least 
President of Indiana University.

Unfortunately for my academic career, I gradually caught on to the 
fact that students' conceptual understanding of physics was not 
substantively increased by traditional pedagogy. I converted to the 
'Arons Advocated Method' http://bit.ly/boeQQt of 'interactive 
engagement.' This resulted in average normalized gains g on 'Force 
Concept Inventory' that ranged from 0.54 to 0.65 as compared to the 
g of about 0.2 typically obtained in traditional introductory 
mechanics courses.

But my EPA's for 'overall evaluation of professor,' sometimes dipped 
to as low as 1.67 (C-), and never returned to the 3.38 high that I 
had garnered by using traditional ineffective methods. My department 
chair and his executive committee, convinced by the likes of Peter 
Cohen (1981, 1990) that SET's are valid measures of the cognitive 
impact of introductory courses, took a very dim view of both my 
teaching and my educational activities.
**

To access the complete 13 kB post please click on http://bit.ly/gKWO1S.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Few faculty members have any awareness of the expanding knowledge 
about learning from psychology and cognitive science. Almost no one 
in the academy has mastered or used this knowledge base. One of my 
colleagues observed that if doctors used science the way college 
teachers do, they would still be trying to heal with leeches.
   James Duderstadt (2000), President Emeritus and University Professor of
 Science and Engineering at the University of Michigan

REFERENCES [All URL's accessed on 19 March 2011; some shortened by 
http://bit.ly/.]

Hake, R.R. 2011. Re: Interactive Engagement Typically Lowers Student 
Evaluations of Teaching? online on the OPEN! AERA-L archives at 
http://bit.ly/gKWO1S. Post of 19 Mar 2011 15:51:49-0700 to AERA-L, 
Net-Gold, and PhysLrnR.  The abstract and link to the complete 13 kB 
post are also being transmitted to various discussion lists and are 
also on my blog Hake'sEdStuff at http://bit.ly/giKqqD with a 
provision for comments.

Duderstadt, J.J. 2000. A University for the 21st Century. Univ. of 
Michigan Press, publisher's information at http://bit.ly/cvJ1yI. 
Amazon.com information at http://amzn.to/fUnbj5, note the Look 
Inside feature.

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[tips] Changing the Culture of Science Education at Research Universities #3

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych  might be interested in a 
recent post Changing the Culture of Science Education at Research 
Universities #3 [Hake (2011c)]. The abstract reads:


ABSTRACT: In response to Changing the Culture of Science Education 
at Research Universities [Hake (2011a)], PhysLrnR's Bill Goffe wrote 
(paraphrasing) I agree that teaching should be more valued, but 
economists Martin  Gillen (MG) (2011) do a nice job in explaining 
why this seems unlikely in the near future.

MG observe that there's a thriving market for senior scholars in 
higher education but not for world-class teachers. The reason for 
this imbalance, they suggest, is that potential employers of 
professors have sufficient information to judge scholarly 
productivity, but virtually no information that would allow them to 
judge teaching productivity.

In commenting on MG's article, teaching postdoc wrote: 
(paraphrasing): How do we know when a teacher is 'good'? Students 
know if they like or dislike a teacher; if they enjoyed or did not 
enjoy a course. But accurately assessment one's own progress is a 
very difficult task, and there's no evidence that course evaluations 
are meaningful. Really, one needs pre- and post-testing to 
quantitatively compare student abilities at the beginning vs end of 
the course. Almost no one actually does that. . . . .  Scholarship is 
measured in papers and citations. Teaching is not measured at all.

Regarding pre/post testing, Bill Goffe asked: . . . . do any 
physicists use their students' Force Concept Inventory (FCI) results 
when on the job market? As far as I know, the answer is (thankfully) 
NO.  If pre/post testing were to be used for high-stakes summative 
purposes, then Campbell's and Dunkenfeld's Laws (see the signature 
quotes) would probably rear their ugly heads so as to distort and 
corrupt the testing.
***

To access the complete 17 kB post please click on http://bit.ly/gSNTGi.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Dukenfield's Law http://bit.ly/bsRokM: If a thing is worth 
winning, it's worth cheating for.

Campbell's Law http://bit.ly/hMsyUr: The more any quantitative 
social indicator is used for social decision making, the more subject 
it will be to corruption pressures and the more apt it will be to 
distort and corrupt the social processes  it is intended to monitor.


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 13 March 2011.]
Hake, R.R. 2011a. Changing the Culture of Science Education at 
Research Universities, online on the OPEN! AERA-L archives at 
http://bit.ly/eqw6ow. Post of 4 Mar 2011 08:04:14-0800 to AERA-L, 
Net-Gold, and PhysLrnR.  The abstract and link to the complete post 
were transmitted to various discussion lists and are also online on 
my blog Hake'sEdStuff at http://bit.ly/hnkAuJ with a provision 
for comments.

Hake, R.R. 2011b. Changing the Culture of Science Education at 
Research Universities #2, online on the OPEN! AERA-L archives at 
http://bit.ly/gZSf8W. Post of 6 Mar 2011 15:16:50 -0800 to AERA-L  
Net-Gold.  The abstract and link to the complete post were 
transmitted to various discussion lists and are also online on my 
blog Hake'sEdStuff at
http://bit.ly/dYSgww with a provision for comments.

Hake, R.R. 2011c. Changing the Culture of Science Education at 
Research Universities #3, online on the OPEN! AERA-L archives at 
http://bit.ly/gSNTGi. Post of 12 Mar 2011 16:53:33-0800 to AERA-L  
Net-Gold.  The abstract and link to the complete post were 
transmitted to various discussion lists and are also online on my 
blog Hake'sEdStuff at
http://bit.ly/hmX5GL with a provision for comments.

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[tips] Changing the Culture of Science Education at Research Universities #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Changing the Culture of Science Education at Research 
Universities #2 [Hake (2011)]. The abstract reads:

*
ABSTRACT: In response to my post Changing the Culture of Science 
Education at Research Universities [Hake (2011)], Math-Teach's 
Robert Hansen wrote: If you want to fix education you don't start at 
the end. . . . .You start at the beginning.

Similarly, according to a report in Inside Higher Ed by Stephanie 
Lee (2009), Vartan Gregorian, president of the Carnegie Corporation, 
said: The quality of math and science learning at colleges and 
universities ultimately begins with solid instruction at the K-12 
level. While higher education remains strong, it is clear it cannot 
continue without a strong foundation.

In response to Gregorian, Steve in a comment on Lee's report 
Mobilization for Math and Science Education wrote: From experience 
I know that the quality of math and science learning at colleges and 
universities ultimately DOES NOT begin with solid instruction at the 
K-12 level, IT BEGINS WITH THE QUALITY OF MATH AND SCIENCE LEARNING 
AT COLLEGES AND UNIVERSITIES. For far too long higher education has 
'passed the buck' by not producing qualified teachers.

RIGHT ON, STEVE, consistent with the NSF's (1996) report Shaping the 
Future and Don Langenberg's http://bit.ly/gRxINE incisive: 
ALTHOUGH WE IN HIGHER EDUCATION ARE VERY SKILLFUL AT IGNORING THE 
OBVIOUS, IT IS GRADUALLY DAWNING ON SOME OF US THAT WE BEAR A 
SUBSTANTIAL PART OF THE RESPONSIBILITY FOR THIS SAD SITUATION [the 
state of K-12 education].
*

To access the complete 13 kB post please click on http://bit.ly/gZSf8W.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

. . .  I know from both experience and research that the teacher is 
at the heart of student learning and school improvement by virtue of 
being the classroom authority and gatekeeper for change. Thus the 
preparation, induction, and career development of teachers remain the 
Archimedean lever for both short- and long-term improvement of public
schools.
 Larry Cuban (2003) in Why Is It So Hard To Get Good Schools? (page 1)


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 04 March 2011.]
Cuban, L.  2003. Why Is It So Hard To Get Good Schools? Teachers 
College Press, publisher's information at http://bit.ly/gSn3P2. 
Amazon.com information at http://amzn.to/gvxHIb. Note the Look 
Inside feature.

Hake, R.R. 2011a. Changing the Culture of Science Education at 
Research Universities, online on the OPEN! AERA-L archives at 
http://bit.ly/eqw6ow. Post of 4 Mar 2011 08:04:14-0800 to AERA-L, 
Net-Gold, and PhysLrnR.  The abstract and link to the complete post 
were transmitted to various discussion lists and are also online on 
my blog Hake'sEdStuff at http://bit.ly/hnkAuJ with a provision 
for comments.

Hake, R.R. 2011b. Changing the Culture of Science Education at 
Research Universities #2, online on the OPEN! AERA-L archives at 
http://bit.ly/gZSf8W. Post of 6 Mar 2011 15:16:50 -0800 to AERA-L  
Net-Gold.  The abstract and link to the complete post were 
transmitted to various discussion lists and are also online on my 
blog Hake'sEdStuff at
http://bit.ly/dYSgww with a provision for comments.



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[tips] Can Thinking Be Learned?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in two 
recent posts that answer YES to the   question CAN THINKING BE 
LEARNED?: Re: Cognitive Acceleration [Hake (2011a)] and 
Feuerstein's Instrumental Enrichment  [Hake (2011b)]. A combined 
abstract is:

***
ABSTRACT: Paul Lulai of the PhysLrnR list stated that when he 
searched for materials on Cognitive Acceleration he found none that 
would even provide a glimpse.   As of 14 Feb 11:10:00-0800 Lulai's 
post had initiated a 18-post thread on PhysLrnR. 

In the first post Re: Cognitive Acceleration [Hake (2011a)] at 
http://bit.ly/fjoabR, I give eleven academic references to the work 
of Adey  Shayer on Cognitive Acceleration, a program designed to 
promote student's thought processes from concrete to formal 
abstract thinking.

In the second post Feuerstein's Instrumental Enrichment [Hake 
(2011b)] at http://bit.ly/htVa5a, I list seventeen academic 
references related to the work of Reuven Feuerstein on Instrumental 
Enrichment. Feuerstein's work complements and is consistent with 
Cognitive Acceleration since both work under the premise that 
thinking skills can be learned..
***

To access the complete:

a.  12 kB first post Re: Cognitive Acceleration [Hake (2011a)] 
please click on http://bit.ly/fjoabR;

b. 18 kB second post Feuerstein's Instrumental Enrichment [Hake 
(2011b)] please click on  http://bit.ly/htVa5a.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

If you try to introduce people to a paradigm shift, they will hear 
what you have to say and then interpret your words in terms of their 
old paradigm. What does not fit, they will not hear. Therefore, a 
change in paradigm cannot be brought about by talking. People have to 
experience the change, or at a minimum see other people experiencing 
it, before they will begin to understand what you are saying.
  Myron Tribus  (2001)

David Langford, illustrates the difference between teaching and 
learning in a little story. He says, 'You know, last Wednesday I 
taught my dog to whistle. I really did. I taught him to whistle. It 
was hard work. I really went at it very hard.  But I taught him to 
whistle. Of course, he didn't learn, but I taught.' 
 Myron Tribus (2001)


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 15 Feb 2011.]
Hake, R.R. 2011a. Re: Cognitive Acceleration, online on the OPEN! 
AERA-L archives at http://bit.ly/fjoabR. Post of 14 Feb 2011 
10:18:46-0800 to AERA-L and Net-Gold.  The abstract and link to the 
complete post are being transmitted to various discussion lists are 
also online on my blog Hake'sEdStuff at  http://bit.ly/fASlF1 
with a provision for comments.

Hake, R.R. 2011b. Feuerstein's Instrumental Enrichment, online on 
the OPEN! AERA-L archives at http://bit.ly/htVa5a. Post of 14 Feb 
2011 16:33:00-0800 to AERA-L and and Net-Gold.  The abstract and link 
to the complete post are being transmitted to various discussion 
lists are also online on my blog Hake'sEdStuff at 
http://bit.ly/fASlF1 with a provision for comments.

Tribus, M. 2001.  Quality in Education According to the Teachings of 
Deming and Feuerstein, online as a 78 kB pdf at 
http://bit.ly/hwcbjn.

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Re:[tips] Economists and Value-Added Wave in Schools

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Re: Economists and Value-Added Wave in Schools [Hake 
(2011a)]. The abstract reads:

***
ABSTRACT: Economist Douglas Harris http://bit.ly/eE72Vk  (2011a) 
contrasts three recent reports on Value Added Measures (in decreasing 
enthusiasm for Value Added Measures):

(a) The Economic Value of Higher Teacher Quality [Hanushek (2010)] 
- 100% economist authorship;

(b) Evaluating Teachers: The Important Role of Value-Added 
[Glazerman et al. (2010)] - 60% economist authorship; and

(c) Problems With The Use of Student Test Scores to Evaluate 
Teachers [EPI (2010)] - 10% economist authorship.

Harris (2011a) wrote [my CAPS]:

. . . . there is a clear disagreement between these groups mirrored 
in the larger public debate. . . . . . why is there so much 
disagreement about what to do with these measures? The answer lies 
substantially in the backgrounds of the authors: THE HIGHER THE 
PROPORTION OF AUTHORS WHO ARE ECONOMISTS, THE MORE AGGRESSIVE THE 
REPORTS ARE ABOUT THE USE OF VALUE-ADDED [my CAPS] . . . . . . The 
divide between economists and others might be more productive if any 
of the reports provided specific recommendations. For example, 
creating better student assessments and combining value-added with 
classroom assessments are musts. . . . . . . . Another key step is 
experimenting with and carefully evaluating different options for 
using value-added. There is ALMOST no evidence to suggest that any 
use of value-added does or does not improve teaching and learning.

ALMOST but not quite. In Academically 
Adrifthttp://bit.ly/gwJD0W [Hake (2011b)] I wrote:

Despite the naysayers and its apparent dismissal by a large segment 
of the evaluation community, formative pre/post testing. . . .[[a 
gauge of value added]]. . . . is gradually gaining a foothold in 
introductory astronomy, biology, chemistry, earth sciences, 
economics, engineering, math, and physics courses. At least for 
physics there is substantial evidence that pre/post testing has 
resulted in the improvement of teaching and learning in large 
enrollment courses at Harvard, North Carolina State University, MIT, 
University of Colorado, and California Polytechnic State University 
at San Luis Obispo.

But can multiple-choice tests gauge higher-level cognitive outcomes 
such as attaining an understanding of the abstract and 
counterintuitive Newtonian mechanics? Some psychometricians - see, 
e.g., http://bit.ly/f6WFeg - and most physicists -  see, e.g., 
http://bit.ly/fDdJHm -  think so, even though educator Marion Brady 
thinks not - see http://wapo.st/g4LlDw.
***

To access the complete 29 kB post please click on http://bit.ly/gIg6Ae.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

What we assess is what we value. We get what we assess,
   and if we don't assess it, we won't get it.
Lauren Resnick [quoted by Grant Wiggins (1990)]
  

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 8 Feb 2011.]
Becker, J. 2011. Economists and Value-Added Wave in Schools, online 
on the OPEN! Math-Teach archives at http://bit.ly/eE72Vk.  Post of 
6 Feb 6 1:07 PM (the Math Forum fails to indicate the time zone).

Hake, R.R. 2011a. Re: Economists and Value-Added Wave in 
Schools,online on the OPEN! AERA-L archives at 
http://bit.ly/gIg6Ae. Post of 8 Feb 2011 14:59:24-0800 to AERA-L 
and Net-Gold.  The abstract and link to the complete post are being 
transmitted to various discussion lists are also online on my blog 
Hake'sEdStuff at  http://bit.ly/gVC4mF with a provision for 
comments.

Hake, R.R. 2011b. Academically Adrift? online on the OPEN! AERA-L 
archives at http://bit.ly/gwJD0W. Post of 29 Jan 2011 10:00:09-0800 
to AERA-L and Net-Gold.  The abstract and link to the complete post 
are being transmitted to various discussion lists are also online on 
my blog Hake'sEdStuff at  http://bit.ly/hVYzHI with a provision 
for comments.

Harris, D.N. 2011a. Economists and the Value-Added Wave in Schools: 
How Economists and Educators Can Find Common Ground, Education Week, 
26 January; online to subscribers at http://bit.ly/hUipzZ and also 
included in Becker (2011) in accord with fair use of copyrighted 
material - see e.g., http://bit.ly/eNseEp.

Wiggins, G. 1990. The Truth May Make You Free, But the Test May Keep 
You Imprisoned: Toward Assessment Worthy of the Liberal Arts, AAHE 
Assessment Forum: 17-31; online at http://bit.ly/a7g09T.

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[tips] Academically Adrift?

[Richard Hake]

ome subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Academically Adrift? [Hake (2011)]. The abstract reads:

**
ABSTRACT: In Research on Physics First [Hake (2011a)] 
http://bit.ly/gJIu4i, I stated that reliance on course grades to 
measure college student learning has been shown to be invalid by 
research on physics education and on collegiate education generally 
as described in Academically Adrift http://amzn.to/f1f45O.

A subscriber responded privately (paraphrasing): Do you know of any 
cogent responses to or analysis of Academically Adrift? The answer 
is NO, except for - see below - the (a) review by Jaschik (2011) 
http://bit.ly/hOOK09, (b) review by Vedder (2011) 
http://bit.ly/fp0eyp, (c) synopses by the publisher 
http://bit.ly/gPYBHj, and (d) press release http://bit.ly/gGh9jb 
by the Council for Aid to Education.

But thanks for the excuse to jump back on my soapbox. In The Physics 
Education Reform Effort: A Possible Model for Higher Education [Hake 
(2005a)] http://bit.ly/9aicfh, I wrote:

How then can we measure students' higher-level learning in college 
courses? Several *indirect* (and therefore in my view problematic) 
gauges have been developed. . . . . .[and] Richard Hersh (2005) has 
discussed two types of *direct* measures developed by the Learning 
Assessment Project http://bit.ly/e2HGzH that evaluate students' 
general thinking ability. But Shavelson  Huang (2003) 
http://bit.ly/g0tCbU warn that 'learning and knowledge are highly 
domain-specific - as, indeed, is most reasoning. Consequently, THE 
DIRECT IMPACT OF COLLEGE IS MOST LIKELY TO BE SEEN [IN] 
DOMAIN-SPECIFIC KNOWLEDGE AND REASONING.'  In sharp contrast to 
indirect and general-thinking measures listed above is the *direct* 
measure of students' higher-level *domain-specific* learning through 
[formative] pre/post testing using (a) valid and consistently 
reliable tests *devised by disciplinary experts*, and (b) traditional 
courses as controls. Such pre/post testing, pioneered by economists 
Paden  Moyer (1969) and physicists Halloun  Hestenes (1985a,b), is 
rarely employed in higher education, in part because of the tired old 
canonical objections prevalent ever since Cronbach  Furby's (1970) 
How we should measure 'change'- or should we? - but see Should We 
Measure Change? Yes! (Hake (2011b).

Despite the naysayers and its apparent dismissal by a large segment 
of the evaluation community, formative pre/post testing is gradually 
gaining a foothold in introductory astronomy, biology, chemistry, 
earth sciences, economics, engineering, math, and physics courses - 
see Hake (2004a), National Academies (2009), and NCSU (2011) for 
references.
**

To access the complete 28 kB post please click on http://bit.ly/gwJD0W.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

A paradigm shift is taking hold in American higher education. In its 
briefest form, the paradigm that has governed our colleges is this: A 
college is an institution that exists *to provide instruction.* 
Subtly but profoundly we are shifting to a new paradigm: A college is 
an institution that exists *to produce learning.* This shift changes 
everything. It is both needed and wanted.
   Barr  Tagg (1995).

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 29 Jan 2011.]
Arum, R.  J. Roksa. 2011. Academically Adrift: Limited Learning on 
College Campuses. University of Chicago Press, publisher's 
information, including a synopsis and bio, are online at 
http://bit.ly/gPYBHj. Amazon.com information at 
http://amzn.to/f1f45O.

Barr, R.B.  J. Tagg. 1995. From Teaching to Learning: A New 
Paradigm for Undergraduate Education, Change 27(6); 13-25, 
November/December; online as a 111 kB pdf at http://bit.ly/8XGJPc.

Hake, R.R. 2011. Academically Adrift? online on the OPEN! AERA-L 
archives at http://bit.ly/gwJD0W. Post of 29 Jan 2011 10:00:09-0800 
to AERA-L and Net-Gold.  The abstract and link to the complete post 
are being transmitted to various discussion lists are also online on 
my blog Hake'sEdStuff at  http://bit.ly/hVYzHI with a provision 
for comments.

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[tips] How Much Value is Added at Elite Institutions - Response to Haim #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post How Much Value is Added at Elite Institutions - Response 
to Haim #2 [Hake (2011d)].


ABSTRACT: In my post How Much Value is Added at Elite Institutions? 
[Hake (2011c)], I wrote:

. . . . demonstrations that the less-than-stellar value-added 
assessments of Korsunsky's high school and Stuyvesant High School are 
inequitable would require meaningful value-added measures such as 
normalized average pre-to-posttest gains on valid and consistently 
reliable tests of higher-order learning. . .

Math-Teach's Haim responded: The problem is that you are not sure 
what you are measuring.

NONSENSE! In the case of Harvard, the higher-order learning consisted 
of conceptual understanding of Newtonian mechanics.

Haim continued First, parents and students seem to know something 
about Stuyvesant that educator assessments clearly fail to discern. . 
. . . Second . . .  very many of Stuyvesant's students graduate at a 
very high level (certainly by comparison to most other high school 
graduates) of academic achievement. . . . the real problem is 
transparent. It is the ceiling effect. . . .City-wide and state-wide 
assessments are simply not designed for academic institutions.

The above has nothing whatsoever to do with the theme of my post: It 
is conceivable that if there were 'Eric Mazurs' or 'John Belchers' at 
Korsunsky's high-school and the Stuyvesant High School, scenarios 
similar to that at Harvard and MIT might occur. . . . . [[i.e., 
realization that students were not learning much from traditional 
passive-student lecture methods followed by a switch to 
interactive-engagement pedagogy.]]. . . . , even though all those 
institutions are regarded as 'elite.' 


To access the complete 18 kB post please click on http://bit.ly/gxUOAb.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Above all things we must be aware of what I will call 'inert ideas'
- that is to say, ideas that are merely received into the mind
without being utilized, or tested, or thrown into fresh combinations.
 Alfred North Whitehead (1929, 1965) in The Aims of Education

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 26 Jan 2011.]
Hake, R.R. 2011a. The Ceiling Effect #2 online on the OPEN! AERA-L 
archives at http://bit.ly/hUnHZe. Post of 12 Jan 2011 16:19:49-0800 
to AERA-L and Net-Gold.  The abstract and link to the complete post 
are being transmitted to various discussion lists are also online on 
my blog Hake'sEdStuff at  http://bit.ly/gLWr7W with a provision 
for comments.

Hake, R.R. 2011b. Value-Added Inequities: Should Value-Added 
Measures Be Used to Evaluate Teachers? online on the OPEN! AERA-L 
archives at http://bit.ly/fN1HmD. Post of 18 Jan 2011 
15:34:47-0800to AERA-L and Net-Gold.  The abstract and link to the 
complete post are being transmitted to various discussion lists are 
also online on my blog Hake'sEdStuff at  http://bit.ly/h23shQ 
with a provision for comments. See also Hake, R.R. 2011b.

Hake, R.R. 2011c. How Much Value is Added at Elite Institutions?  
online on the OPEN! AERA-L archives at http://bit.ly/g25OHd.  Post 
of 22 Jan 2011 14:50:14-0800 to AERA-L and Net-Gold.  The abstract 
and link to the complete post are being transmitted to various 
discussion lists are also online on my blog Hake'sEdStuff at 
http://bit.ly/gnLPjH with a provision for comments.

Hake, R.R. 2011d. How Much Value is Added at Elite Institutions - 
Response to Haim #2  online on the OPEN! AERA-L archives at 
http://bit.ly/gxUOAb.  Post of 26 Jan 2011 16:14:36-0800 to AERA-L 
and Net-Gold.  The abstract and link to the complete post are being 
transmitted to various discussion lists are also online on my blog 
Hake'sEdStuff at http://bit.ly/eyTZAj with a provision for 
comments. See also the relevant previous posts Hake (2011a,b,c)].

Whitehead, A. N. 1967. Aims of Education and other essays.  Free 
Press.  Amazon.com information at http://amzn.to/fIUbXB.  First 
published in 1929. Note the Look Inside feature.

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[tips] How Much Value is Added at Elite Institutions?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post How Much Value is Added at Elite Institutions? [Hake 
(2011d)]. The abstract reads:

**
ABSTRACT: In a previous post Value-Added Inequities: Should 
Value-Added Measures Be Used to Evaluate Teachers? [Hake (2010b)] I 
implied that the less-than-stellar value-added rankings of Boris 
Korsunsky's high school and Stuyvesant High School (each with 
top-tier reputations) were examples of Value-Added Inequities. I 
thank Catherine Johnson for correctly pointing out that those two 
appraisals were not *necessarily* inequitable - they could, in fact, 
be *correct*.

Two cases in point are the less-than-stellar value-added assessments 
of instruction at two elite institutions: (1) Eric Mazur's 
traditional 1990 calculus-based introductory course at Harvard, and 
(2) traditional introductory courses in electromagnetism a MIT. Both 
assessments are correct as judged by the value-added assessment 
provided by the average normalized pre-to-posttest gain on valid 
tests of students' conceptual understanding.  Fortunately, in both 
cases interactive engagement pedagogy greatly improved normalized 
pre-to-posttest gains in those courses: (1) Mazur switched to Peer 
Instruction, as is engagingly described by Mazur (2009) in 
Confessions of a Converted Lecturer on UTube at 
http://bit.ly/dBYsXh; and (2) John Belcher instituted TEAL 
(Technology Enabled Active Learning) as is cogently reported in the 
New Your Times by Sarah Rimer (2009) in At M.I.T., Large Lectures 
Are Going the Way of the Blackboard at http://nyti.ms/e3JtYN.

In my opinion, demonstrations that the less-than-stellar value-added 
assessments of Korsunsky's high school and Stuyvesant High School are 
inequitable would require meaningful value-added measures such as 
normalized average pre-to-posttest gains on valid and consistently 
reliable tests of higher-order learning developed by disciplinary 
experts, not the value-added measures that characterize Race to the 
Top, and that have been called into question by the many expert 
panels listed in my previous post Value-Added Inequities: Should 
Value-Added Measures Be Used to Evaluate Teachers?

It is conceivable that if there were Eric Mazurs or John Belchers 
at Korsunsky's high-school and the Stuyvesant High School, scenarios 
similar to those at Harvard and MIT might occur, even though all 
those institutions are regarded as elite.
  **

To access the complete 36 kB post please click on http://bit.ly/g25OHd.


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

I point to the following unwelcome truth: much as we might dislike 
the implications, research is showing that didactic exposition of 
abstract ideas and lines of reasoning (however engaging and lucid we 
might try to make them) to passive listeners yields pathetically thin 
results in learning and understanding - except in the very small 
percentage of students who are specially gifted in the field.
  Arnold Arons (1997, p. vii)

REFERENCES [URL's shortened by http://bit.ly/ and accessed on 22 Jan 2011.]
Arons, A.B. 1997. Teaching Introductory Physics. Wiley.  Amazon.com 
information at http://amzn.to/bBPfop. Note the searchable Look 
Inside feature.

Hake, R.R. 2011a. The Ceiling Effect #2 online on the OPEN! AERA-L 
archives at http://bit.ly/hUnHZe. Post of 12 Jan 2011 16:19:49-0800 
to AERA-L and Net-Gold.  The abstract and link to the complete post 
are being transmitted to various discussion lists are also online on 
my blog Hake'sEdStuff at  http://bit.ly/gLWr7W with a provision 
for comments.

Hake, R.R. 2011b. Value-Added Inequities: Should Value-Added 
Measures Be Used to Evaluate Teachers? online on the OPEN! AERA-L 
archives at http://bit.ly/fN1HmD. Post of 18 Jan 2011 15:34:47-0800 
to AERA-L and  Net-Gold.  The abstract and link to the complete post 
were transmitted to various discussion lists are also online on my 
blog Hake'sEdStuff at  http://bit.ly/h23shQ with a provision for 
comments. See also Hake (2011c).

Hake, R.R. 2011c. Value-Added Inequities: Should Value-Added 
Measures Be Used to Evaluate Teachers? online on the OPEN! AERA-L 
archives at http://bit.ly/fAvRpA. Post of 19 Jan 2011 11:36:22 
-0800 to AERA-L, EDDRA2, Math-Teach, Net-Gold, and PhysLnR.

Hake, R.R. 2011d. How Much Value is Added at Elite Institutions?  
online on the OPEN! AERA-L archives at http://bit.ly/g25OHd.  Post 
of 22 Jan 2011 14:50:14-0800 to AERA-L and Net-Gold.  The abstract 
and link to the complete post are being transmitted to various 
discussion

[tips] On Bob Boice's Exaggerated Demise

[Richard Hake]

On 8 October 2010 I transmitted to TIPS and TeachEdPsych the abstract 
and link to a post titled Re: Looking for Robert Boice [Hake 
(2010a)].  That post ended with:

IF ANYONE HAS INFORMATION ON BOICE'S WHEREABOUTS, PLEASE LET ME KNOW.

Thanks to the responses of Alan Craig, Diane Dempster, and Ernest 
Rakow, I was able to contact Bob Boice and discover that:

BOB IS ALIVE AND WELL AND LIVING IN TENNESSEE.

For those who may be interested, on 5 Nov 2010 I forwarded to the POD 
discussion list a message On Bob Boice's Exaggerated Demise [Hake 
2010b)] that gives Bob's account of the details. It can be accessed 
at http://bit.ly/d2JWam.

Richard Hake, Emeritus Professor of Physics, Indiana University
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake


REFERENCES [URL's shortened by http://bit.ly/]
Hake, R.R. 2010a. Re: Looking for Robert Boice, online on the OPEN! 
AERA-L archives at http://bit.ly/atrqYN.  Post of 6 Oct 2010 
20:27:36-0700 to AERA-L, Net-Gold, and POD. The abstract and link to 
the complete post are also being transmitted to various discussion 
lists and are online on my blog Hake'sEdStuff at 
http://bit.ly/ald854 with a provision for comments.

Hake, R.R. 2010b. Fwd: On Bob Boice's Exaggerated Demise, on the 
OPEN! POD archives at http://bit.ly/d2JWam.  POD post of 5 Nov 2010 
19:13:39-0700.
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[tips] Value-Added Inequities: Should Value-Added Measures Be Used to Evaluate Teachers?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Value-Added Inequities: Should Value-Added Measures Be 
Used to Evaluate Teachers? [Hake (2011b)]. The abstract reads:


ABSTRACT: In a previous post The Ceiling Effect #2 [Hake (2011a)] I 
noted that Sheila Tobias (2011), in a recent APS News editorial 
Teachers in the Crosshairs. . ., called attention to the 
Value-Added Inequity (VAI) experienced by a Houston high-school 
physics teacher who reported that her students entered her course 
with high test scores. As a consequence her students achieved 
relatively small pre-to-posttest gains (a consequence of the ceiling 
effect) and she, in turn, received a relatively small value-added 
bonus.

EDDRA2's Michael Martin responded that the Houston teacher's 
Value-Added Inequity (VAI)  is best appreciated as a grossly 
unsophisticated process being employed by fundamentally incompetent 
administrators. But EdResMeth's Tony Milanowski wrote that, as he 
understood it, the model used in Houston was based on the report SAS 
EVAAS Statistical Models [Wright et al., 2010 at 
http://bit.ly/hPrO7s] which converts Item-Response-Theory-based 
scale scores to Normal-Curve-Equivalents - but such sophistication 
evidently did not prevent the VAI experienced by the Houston 
high-school physics teacher.

Other VAI's were described by PhysLrnR's Boris Korsunsky and 
Math-Teach's Haim.  Boris wrote (paraphrasing): My own bonus was 
zero. Massachusetts used a value added method that took into account 
a town's average parental income. Since my town is by far the 
wealthiest in the state, we are often ranked 'below expectations' in 
various state-produced rankings - even though Boston magazine has 
repeatedly ranked us No.1 in the state. Similarly, Haim wrote 
(paraphrasing):  The value-added formula for evaluating schools in 
NYC resulted in Stuyvesant High School (one of the top academic 
institutions in the U.S.) earning a 'B'.

Consistent with the above VAI's, reports by recognized experts 
critical of the use of value added measures to grade teachers are: 
(a)Letter Report to the U.S. Department of Education on the Race to 
the Top Fund [NRC (2009)], (b) Getting Value Out of Value-Added: 
Report of a Workshop[NRC (2010)], (c) Problems With The Use of 
Student Test Scores to Evaluate Teachers [EPI (2010)], (d) Grading 
teachers on value-added measures falls short [UCLA Today (2010)], 
(e) Error Rates in Measuring Teacher and School Performance Based on 
Student Test Score Gains [Schochet  Chiang (2010)], (f) Hurdles 
Emerge in Rising Effort to Rate Teachers[Otterman (2010)].

Despite the above criticism, the Department of Education has designed 
its Race to the Top scoring system to reward states that use 
value-added calculations in teacher evaluations.


To access the complete 41 kB post please click on http://bit.ly/fN1HmD.


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

The [Race to the Top] initiative should support research based on 
data that links student test scores with their teachers, but should 
not prematurely promote the use of value-added approaches (which 
evaluate teachers based on gains in their students' performance) to 
reward or punish teachers.
 Letter Report to the U.S. Dept. of Education on the Race to the Top Fund
 [NRC (2009)]


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 18 Jan 2011.]
Hake, R.R. 2011a. The Ceiling Effect #2 online on the OPEN! AERA-L 
archives at http://bit.ly/hUnHZe. Post of 12 Jan 2011 16:19:49-0800 
to AERA-L and Net-Gold.  The abstract and link to the complete post 
are being transmitted to various discussion lists are also online on 
my blog Hake'sEdStuff at  http://bit.ly/gLWr7W with a provision 
for comments.

Hake, R.R. 2011b. Value-Added Inequities: Should Value-Added 
Measures Be Used to Evaluate Teachers? online on the OPEN! AERA-L 
archives at http://bit.ly/fN1HmD. Post of 18 Jan 2011 
15:34:47-0800to AERA-L and  Net-Gold.  The abstract and link to the 
complete post are being transmitted to various discussion lists are 
also online on my blog Hake'sEdStuff at  http://bit.ly/h23shQ 
with a provision for comments.

NRC. 2009. National Research Council, Board on Testing and Assessment 
(chaired by E.H. Haertel), Letter Report to the U.S. Department of 
Education on the Race to the Top Fund, online at 
http://bit.ly/dOg8v6.

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Re:[tips] Learning Outcomes: Face-to-Face vs Online #7

[Richard Hake]

In response to my post Learning Outcomes: Face-to-Face vs Online 
#7, Fred Nickols (2011), in his post TrDev-L post of 11 Jan 2011 
07:32:50-0700 wrote [my insert at . . . . .[[insert]]. . . . :

From where I sit, the emphasis on learning outcomes stems from 
Robert F. Mager's. . . . [[ http://bit.ly/hJkNKO . . . .]] 1961 
book Preparing Instructional Objectives. . . . . Mager's work was 
preceded by Ralph W. Tyler . . . . . . . . . . . . . . . . . . . . . 
. . . . . . . . . . . . .  [[ 
http://en.wikipedia.org/wiki/Ralph_W._Tyler . . . . ]] at OSU. 
Tyler concluded that objectives were central to success in education. 
Although Mager's work has probably been more influential in the world 
of training, it also made a big dent in education back in the 1960s. 
The SMART acronym came along later. 

As former chair of Indiana University's ACROnym Committee (ACROC - 
pronounced A Crock, I blush to admit that I'm uncertain about 
Nickols' intended meaning for SMART.

The Acronym Finder  http://www.acronymfinder.com/ gives 119 
meanings for SMART at
http://www.acronymfinder.com/SMART.html. 

I assume that for Nickols SMART = Southeast Michigan Astrologers' 
Round Table ;-), but other meanings may have been intended, e.g.:

Science, Mathematics and Research for Transformation

Specific, Measurable, Achievable, Realistic, Timely

Specific, Measurable, Achievable, Relevant, Time-Bound

Simulation and Modeling for Acquisition, Requirements and Training

Specific, Measurable, Actionable, Relevant, and Timely (process metrics)

Soundly Made, Accountable, Reasonable, and Thrifty

Specific, Measurable, Attainable, Results-oriented, Time-based

Statistical methodology analysis reporting technique

Simulation and Modeling Anchored in Real-World Testing

Specific, Motivating, Achievable, Rewarding, and Tactical

Student Managed Academic Resource Time

Systems Management Analysis, Research  Test

Simulation and Modeling Assistant for Research and TrainingSimple,

Manageable, Achievable, Realistic, Timely

Regarding Mager's work, R. John Howe (2011) in a TrDev-L post Re: 
Why Move to Learning Objectives? And related historical minutiae. . . 
.  wrote:

Mager seemed to be dealing in his Preparing Instructional 
Objectives with general education not necessarily the work place 
(although some of his examples are clearly taken from jobs e.g. 
troubleshooting in electronics; I think Preparing Instructional 
Objectives originally arose in what is called in the U.S. the 
industrial arts part of the high school curriculum).


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
 rrh...@earthlink.net 
 http://www.physics.indiana.edu/~hake 
 http://www.physics.indiana.edu/~sd 
  http://HakesEdStuff.blogspot.com 
http://iub.academia.edu/RichardHake 


REFERENCES
Hake, R.R. 2011. Learning Outcomes: Face-to-Face vs Online #7 
online on the OPEN! AERA-L archives at
 http://bit.ly/heoOmc . Post of 10 Jan 2011 16:41:59 -0800to AERA-L 
and  Net-Gold.  The abstract and link to the complete post are being 
transmitted to various discussion lists are also online on my blog 
Hake'sEdStuff at
 http://bit.ly/gD4olZ  with a provision for comments.

Howe. J.R..  2011. Re: Why Move to Learning Objectives? And related 
historical minutiae. . . . online on the OPEN! TrDev-L archives at  
http://bit.ly/fkyVqL .

Mager, R.F. 1997. Preparing Instructional Objectives: A Critical 
Tool in the Development of Effective Instruction. Third Edition, 
Center for Effective Performance. Amazon.com information at 
http://amzn.to/gT0IJ6, note the searchable Look Inside feature. 
Evidently copyrighted in 1962. For 17 other book by Mager see
 http://bit.ly/fM9L80 .

Nickols, F. 2011. Re: Learning Outcomes: Face-to-Face vs Online #7, 
online on the OPEN! TrDev-L archives at
 http://bit.ly/hbXgCo .

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[tips] Learning Outcomes: Face-to-Face vs Online #7

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Learning Outcomes: Face-to-Face vs Online #7 [Hake 
(2011)]. The abstract reads:


ABSTRACT: In his post Re: Learning Outcomes: Face-to-Face vs 
Online, POD's Mike Theall pointed to Richard Clark's (1983) famously 
provocative dictum: The media are mere vehicles that deliver 
instruction but do not influence student achievement any more than 
the truck that delivers our groceries causes changes in nutrition.

But Robert Kozma (1991) countered Clark's dictum with: While some 
students will learn a particular task regardless of delivery device, 
others will be able to take advantage of a particular medium's 
characteristics to help construct knowledge.

Responding to critics, Clark (1994) set forth a more guarded 
Replaceability Challenge (paraphrasing): We need to ask 'Are there 
other media that would yield similar learning gains?' If so, then in 
a design science, we must always choose the *less expensive* way to 
achieve a learning goal. We must also form our theories around the 
underlying structural features of the *shared properties* of the 
interchangeable variables and not base theory on the irrelevant 
surface features.

In my opinion, among media that meet Clark's Replaceability Challenge are:
(a) microcomputer-based labs for Newtonian mechanics instruction;
(b) computer-implemented tutorials in introductory physics;
(c) online instruction when it is impossible for students to engage 
in face-to-face
instruction;
(d) the one Laptop per Child project http://bit.ly/eJDYkj;
(e) ICT (Information and Communications Technologies) used to improve
 education in developing and economically distressed countries - see
 http://robertkozma.com/?q=node/2;
(f) Information and Communication Technologies for Development (ICT4Dev)
 http://bit.ly/ikuFuf .


To access the complete 32 kB post please click on http://bit.ly/heoOmc.


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

A clash of doctrines is not a disaster - it is an opportunity.
Alfred North Whitehead


REFERENCES [URL's shortened by http://bit.ly/ and accessed on 10 Jan 2010.
Clark, R.E. 1983.  Reconsidering research on learning from media. 
Review of Educational Research 53(4): 445-459; an abstract is online 
at http://rer.sagepub.com/content/53/4/445.abstract.

Clark, R. E. 1994. Media will Never Influence Learning, Educational 
Technology Research and Development 42(2): 21-29; online at 
http://bit.ly/elvc6c.

Hake, R.R. 2011. Learning Outcomes: Face-to-Face vs Online #7 
online on the OPEN! AERA-L archives at http://bit.ly/heoOmc. Post 
of 10 Jan 2011 16:41:59 -0800to AERA-L and  Net-Gold.  The abstract 
and link to the complete post are being transmitted to various 
discussion lists are also online on my blog Hake'sEdStuff at 
http://bit.ly/gD4olZ with a provision for comments.

Kozma, R.B. 1991. Learning with media. Review of Educational 
Research 61(2): 179-212; online at 
http://robertkozma.com/images/kozma_rer.pdf (307 kB).

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[tips] The Wolfram and Benezet Silver Bullets For Making Math Education Work

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post The Wolfram and Benezet Silver Bullets For Making Math 
Education Work [Hake (2010)]. The abstract reads:

***
ABSTRACT: Conrad Wolfram, in his talk Teaching kids real math with 
computers http://bit.ly/dUWJuB, said I believe that correctly 
using computers is the silver bullet for making math education work.

Over 70 years ago Louis Paul Benezet http://bit.ly/926tiM 
discovered another silver bullet for making math education work: 
viz., abandoning the mindless drill that goes with most formal 
instruction of mathematics in the lower grades.

Although admired by heavy-weight mathematicians such as Hassler 
Whitney http://bit.ly/eCiTGy and Andrew Gleason 
http://bit.ly/hKxteu, Benezet's work has been generally ignored by 
the education community and vilified by traditionalist math warriors. 

It remains to be seen whether or not Wolfram's silver bullet of 
2010, up against similar negative influences, will have any more 
effect on math education than did Benezet's of 1935/36.
***

To access the complete 6 kB post please click on http://bit.ly/e9lNvn.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Mathematics is the gate and key of the sciences. . . .Neglect of 
mathematics works injury to all knowledge, since he who is ignorant 
of it cannot know the other sciences or the things of this world. And 
what is worse, men who are thus ignorant are unable to perceive their 
own ignorance and so do not seek a remedy.
  Roger Bacon (Opus Majus, bk. 1, ch. 4) http://bit.ly/dzjbWv

REFERENCES [URL shortened by http://bit.ly/; all URL's accessed on 
11 December 2010.]

Hake, R.R. 2010. The Wolfram and Benezet Silver Bullets For Making 
Math Education Work, online on the OPEN! AERA-L archives at 
http://bit.ly/e9lNvn. Post of 11 Dec 2010 13:48:36-0800 to AERA-L 
and Net-Gold.  The abstract and link to the complete post are being 
transmitted to various discussion lists are also online on my blog 
Hake'sEdStuff at
http://bit.ly/fHfumo with a provision for comments.

The Wolfram and Benezet Silver Bullets For Making Math Education Work
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Re:[tips] Do not pass this by: Seventeen very well-spent minutes with Conrad W

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Re: Do not pass this by: Seventeen very well-spent 
minutes with Conrad W [Hake (2010)]. The abstract reads:

**
ABSTRACT: Michael Paul Goldenberg called attention to a video by 
Conrad Wolfram titled: Teaching kids real math with computers 
http://bit.ly/dUWJuB. Jonathan Groves responded:

. . . .Conrad Wolfram. . . . gets to one root of the problem with 
mathematics education: We spend far too much time teaching hand 
computation and too little time on other aspects of problem solving: 
interpreting the problem, setting up a mathematical model for the 
problem, and interpreting the results of the mathematics in light of 
the problem we are trying to solve.

Well said, Jonathan Groves!

Wolfram made two points worth elaborating:

  (1) teaching hand calculation is still useful as a basis for mental 
estimation - see e.g., Mahajan's (2010) Street-Fighting Mathematics.

  (2) Because of its computational complexity, calculus has 
traditionally been taught very late; but by using computers, calculus 
concepts are amenable to a much younger age group.

  In my opinion, programs such as Wolfram's Computer-based Math 
http://bit.ly/h7V2jX and the Kaput Center's (2010) Math In Motion 
http://bit.ly/f9jeT5, if used in K-8, can pave the way for the 
education of ninth graders in the basic ideas of Newtonian mechanics 
- thus facilitating Leon Lederman's (2001) Physics First.
*

To access the complete 13 kB post please click on http://bit.ly/g01zyU.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Above all things we must be aware of what I will call 'inert ideas'
- that is to say, ideas that are merely received into the mind
without being utilized, or tested, or thrown into fresh combinations.
   Alfred North Whitehead (1929, 1967) in The Aims of Education

REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
10 Dec 2010.]

Hake, R.R. 2010. Re: Do not pass this by: Seventeen very well-spent 
minutes with Conrad W, online on the OPEN! AERA-L archives at 
http://bit.ly/g01zyU. Post of 10 Dec 2010 14:02:20-0800 to AERA-L 
and Net-Gold.  The abstract and link to the complete post are being 
transmitted to various discussion lists are also online on my blog 
Hake'sEdStuff at
http://bit.ly/dQhuih with a provision for comments.

Whitehead, A. N. 1967. Aims of Education and other essays.  Free 
Press.  Amazon.com information at http://amzn.to/fIUbXB. First 
published in 1929. Note the Look Inside feature.

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Re:[tips] Is Physics Difficult? understanding acceleration, etc...

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
recent post Re: Is Physics Difficult? understanding acceleration, 
etc... [Hake (2010a)].  [This is a sequel to Is Physics Difficult? 
(was Why are we still asking silly questions?) (Hake, 2010b).]  The 
abstract reads:


ABSTRACT: Jatila van der Veen, in her post Re: Is Physics Difficult? 
understanding acceleration, etc... wrote: To see whether students 
understand a concept, try having them DRAW their interpretation of a 
concept such as acceleration, and write a short explanation of their 
drawing.

Better yet, try having students *operationally* define kinematic 
terms such as position, velocity, and acceleration by means of 
DRAWINGS as in Socratic Dialogue Inducing (SDI) Labs 
http://bit.ly/9tSTdB.  My experience has been that such student 
endeavor requires extensive guidance supplied by (a) the SDI lab 
manual, (b) fellow students during collaborative discussion, and (c) 
the Socratic instructor in response to students' questions or lab 
manual entries.

Thus SDI labs, as most other constructivist-type Interactive 
Engagement methods are *not* minimally guided, an appellation 
applied by Kirschner, Sweller,  Clark KSC (2006) to constructivist, 
discovery, problem-based, experiential, and inquiry-based teaching. 
KSC then proclaimed them all to be failures, contrary to the mountain 
of evidence for their success relative to traditional methods of 
instruction.


To access the complete post please click on http://bit.ly/gTiuwT.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

When we say force is the cause of motion we talk metaphysics, and 
this definition, if we were content with it, would be absolutely 
sterile. For a definition to be of any use, it must teach us to 
*measure* force; moreover, that suffices; it is not at all necessary 
that it teach us what force is *in itself*, nor whether it is the 
cause or the effect of motion.
Henri Poincare (1905) [My *emphasis*.]


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 5 
December 2010.]

Hake, R.R. 2010a Re: Is Physics Difficult? understanding 
acceleration, etc... online on the OPEN! AERA-L archives at 
http://bit.ly/gTiuwT. Post of 5 Dec 2010 19:58:35-0800 to AERA-L, 
Net-Gold,  PhysLrnR.  The abstract and link to the complete post is 
being distributed to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/gtg6fD.

Hake, R.R. 2010. Is Physics Difficult? (was Why are we still asking 
silly questions?) online on the OPEN! AERA-L archives at 
http://bit.ly/9F2jMJ.  Post of 17 Nov 2010 13:11:56-0800 to AERA-L, 
Net-Gold,  Physics First. The abstract and link to the complete post 
were transmitted to various discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/cHd5LJ. As of 7 Dec 2010 
13:30:00-0800 this post had initiated the following threads on the 
PhysLrnR archives: (a) 51-posts in November at 
http://bit.ly/h6Cksd , and (b) 9-posts in December at 
http://bit.ly/evxmX0. To access the archives of PhysLnR one needs 
to subscribe, but that takes only a few minutes by clicking on 
http://bit.ly/beuikb and then clicking on Join or leave the list 
(or change settings).  If you're busy, then subscribe using the 
NOMAIL option under Miscellaneous. Then, as a subscriber, you may 
access the archives and/or post messages at any time, while receiving 
NO MAIL from the list!

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[tips] Is Physics Difficult? (was Why are we still asking silly questions?)

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
post Is Physics Difficult? [Hake (2010)].  The abstract reads:

**
ABSTRACT: Robert Kaiser of the Physics First List wrote 
(paraphrasing): Why are we still asking the silly question 'Should 
children learn some physics ideas in the 7th, 8th or 9th grade?' 
OBVIOUSLY THEY SHOULD. We have English reading, writing story 
analysis, etc., from 1st grade to 12th grade. Same for History and 
Math: children start with almost nothing, but with many years of 
exposure, they slowly build up skills. Why should science be the one 
subject in which children (realistically) get almost nothing, and 
then are thrown to the wolves for 11th grade physics.

The same point was made by Ken Ford (1989) in his Guest Comment Is 
Physics Difficult. Ford wrote: Six-year-olds write English and . . 
.  Jeremy Bernstein writes English. What separates them? A long, 
gradual incline of increased ability, understanding, and practice. 
[But for Physics] we have fashioned a cliff. There is no gradual 
ramp, only a near-vertical ascent to its high plateau.

See Physics First: Opening Battle in the War on Science/Math 
Illiteracy? at http://bit.ly/bEEwBa  for cartoons which contrast 
Lederman's 9th grade physics cliff (page 2) with Ford's P-12 
science/math ramp (page 4).
**

To access the complete 10 kB post please click on http://bit.ly/9F2jMJ.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

For most men, save the scientific workers, science is a mystery in 
the hands of initiates, who have become adepts in virtue of following 
ritualistic ceremonies from which the profane herd is excluded.
 John Dewey (1927) in The Public and its Problems 



REFERENCES [URL's shortened by http://bit.ly/ and accessed on 17 
November 2010.]

Dewey, J.  1927. The Public and its Problems, a 1954 edition is 
available from Swallow Press. Amazon.com information at 
http://amzn.to/cIW7hf, note the searchable Look Inside feature.

Hake, R.R. 2010. Is Physics Difficult? (was Why are we still asking 
silly questions?) online on the OPEN AERA-L archives at 
http://bit.ly/9F2jMJ.  Post of 17 Nov 2010 13:11:56-0800 to AERA-L, 
Net-Gold,  Physics First. The abstract and link to the complete post 
are being transmitted to various discussion lists and are on my blog 
Hake'sEdStuff at http://bit.ly/cHd5LJ.
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Re:[tips] How can we make people fall in love with systems ideas?

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
post Re: How can we make people fall in love with systems ideas? 
[Hake (2010)].  The abstract reads:

***
ABSTRACT: Bob Williams of the Eval-Sys list asked: How can we make 
people [concerned with evaluation] fall in love with systems ideas? 
More generally how can we make people in fields such as Ecology, 
Economics, Education, Engineering, and Physics fall in love with 
systems ideas? For a dilettante's attempt to introduce neophytes to 
Systems Thinking see Over Two-Hundred Annotated References on 
Systems Thinking [Hake (2010)] at http://bit.ly/9gZdXU.
***

To access the complete 9 kB post please click on http://bit.ly/9xg49D .

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

The global society, and particularly the US, is like a small 
boatload of people about to enter a long stretch of white water and 
rapids. For the foreseeable future we will be totally preoccupied 
with immediate problems and far too distracted to develop and 
implement a rational long term plan. Eventually, after climate 
change, fossil fuel depletion, and several other manifestations of 
the growth limits have produced some new sort of semi stable state, 
with a MUCH lower population and material standard of living, our 
species will hopefully be able to start identifying, choosing, and 
pursuing its longer term options. I do not expect to be alive when 
that time comes.
  Dennis Meadows, private communication of 17 November
 2009 to R.R. Hake, quoted by permission.

REFERENCES [URL shortened by http://bit.ly/ and accessed on 16 
November 2010.]

Hake, R.R. 2010. Re: How can we make people fall in love with 
systems ideas? online on the OPEN AERA-L archives at 
http://bit.ly/9xg49D.  Post of 16 Nov 2010 09:38:10-0800 to AERA-L, 
Eval-Sys,  Net-Gold. The abstract and link to the complete post are 
being transmitted to various discussion lists and are online on my 
blog Hake'sEdStuff at http://bit.ly/du4MJL.
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[tips] More Difficult to Read Text Leads to Better Retention #3

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
post More Difficult to Read Text Leads to Better Retention #3 [Hake 
(2010)].  The abstract reads:

***
ABSTRACT: In response to my post Re: More Difficult to Read Text 
Leads to Better Retention [which called attention to the article 
Fortune Favors the Bold (and the Italicized): Effects of Disfluency 
on Educational Outcomes by Oppenheimer et al. (2010)], EDDRA2's 
Keith Baker made some points upon which I commented in Re: More 
Difficult to Read Text Leads to Better Retention #2.

In response to the latter post, SCListserv's Owen White wrote 
(paraphrasing): Wikipedia has an article on the readability and 
legibility of typography at http://bit.ly/cgrVQe. . . . I'd always 
been taught that serif fonts (e.g., Times Roman -- fonts with little 
'tails' at the ends of letters) is better for 'body text' since it 
provides more clues to critical distinctions; lower case 'l', for 
example, in contrast to upper case 'I' -- can you tell the difference 
in this sans-serif font?

Similarly, JourNet's Gerald Grow had questioned Oppenheimer et al.'s 
designation of certain fonts as easy and hard to read in response 
to Re: More Difficult to Read Text Leads to Better Retention. Grow 
wrote (paraphrasing):  At the link 
http://longleaf.net/hardtype.pdf I've posted some text set in type 
similar to that used in the study -- passages set in 16-point Arial, 
12-point Comic Sans at 75%, and 12-point Didot (I didn't have the 
similar Bodoni on hand) at 75%. Print it out (an on-screen version 
will not provide an accurate comparison) and take a look: Is 16-point 
Arial really easy to read? That's debatable. . . . . . It's not clear 
that the study convincingly compared an easy-to-read font with a 
hard-to-read font. Perhaps examining the printed materials used in 
the study will help clear up this question.
***

To access the complete 11 kB post please click on http://bit.ly/a5Yi4S.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
03 November 2010.]

Hake, R.R. 2010. More Difficult to Read Text Leads to Better 
Retention #3, online on the OPEN AERA-L archives at 
http://bit.ly/a5Yi4S.  Post of 3 Nov 2010 11:14:54-0700 to AERA-L 
and Net-Gold. kThe abstract and link to the complete post are being 
transmitted to various discussion lists and are also on my blog 
Hake'sEdStuff at http://bit.ly/b0qham

Oppenheimer, D.M., C.D. Yauman,  E.B. Vaughn. 2010. Fortune Favors 
the Bold (and the Italicized): Effects of Disfluency on Educational 
Outcomes, online at http://bit.ly/cATcBK.
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[tips] More Difficult to Read Text Leads to Better Retention #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
post Re: More Difficult to Read Text Leads to Better Retention #2 
[Hake (2010)].  The abstract reads:


ABSTRACT:  In response to my post Re: More Difficult to Read Text 
Leads to Better Retention EDDRA2's Keith Baker wrote :

Bad fonts slow down reading which means that info has longer to get 
processed into long term memory which improves memory of the info. . 
. . . . . CP Snow was right.  There is no need for physicists to 
reinvent the wheel psychology discovered 100 years ago if there is 
good education.

Two points:

1. I wonder if Baker could tell us *what* he thinks C.P. Snow 
http://en.wikipedia.org/wiki/C._P._Snow  was right about?

2. Regarding physicists reinventing the wheel psychology discovered 
100 years ago:

a. The article Fortune Favors the Bold (and the Italicized): Effects 
of Disfluency on Educational Outcomes [Oppenheimer et al. (2010)] 
was authored by *psychologists* at Princeton and Indiana University.

b. Considering the probable insignificance of difficult-to-read 
fonts to higher-order learning relative to interactive engagement 
[Benezet (1935, 1936), Hake (1998a,b)], is the emphasis on fonts 
actually a flat tire rather than a wheel? - see the signature quote.
  

To access the complete 12 kB post please click on http://bit.ly/cmFMZr.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

It seems that in education, the wheel (more usually the flat tire) 
must be reinvented every few decades
   Lee Shulman, as paraphrased by the late Arnold Arons (1986, p. 24):

REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
31 October 2010.]
Hake, R.R. 2010. Re: More Difficult to Read Text Leads to Better 
Retention #2, online on the OPEN! AERA-L archives at 
http://bit.ly/cmFMZr. The abstract and link to the complete  post 
are being transmitted to various discussion lists and are also online 
on my blog Hake'sEdStuff at http://bit.ly/c040Lz.

Oppenheimer, D.M., C.D. Yauman,  E.B. Vaughn. 2010. Fortune Favors 
the Bold (and the Italicized): Effects of Disfluency on Educational 
Outcomes, online at http://bit.ly/cATcBK.
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[tips] Recent Initiatives at CMU and MSU Seek to Improve U.S. Science/Math Education

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
post Recent Initiatives at CMU and MSU Seek to Improve U.S. 
Science/Math Education  [Hake (2010)].

The abstract reads:

***
ABSTRACT: Two recent initiatives that seek to improve U.S. 
science/math education may be of interest: (1) the Carnegie Mellon 
University led  http://bit.ly/aiKeDi HP Catalyst Initiative 
http://bit.ly/arHUhV, and (b) the Michigan State University 
Institute for Research on Mathematics and Science Education 
http://irmse.msu.edu/.
***

To access the complete post please click on http://bit.ly/d8QBmz.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake


REFERENCES [All URL's shortened by http://bit.ly/ and accessed on 
30 October 2010.]

Hake, R.R. 2010. Recent Initiatives at CMU and MSU Seek to Improve 
U.S. Science/Math Education, online on the OPEN! AERA-L archives at 
http://bit.ly/d8QBmz. Post of 30 Oct 2010 15:50:57 -0700 to AERA- 
L, PhysLrnR, and Net-Gold. The abstract and link to the complete post 
are being distributed to various discussion lists and are also online 
on my blog Hake'sEdStuff at http://bit.ly/cr67kd.
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[tips] Educational Research: Fresh Air or Phlogiston? #2

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in a 
discussion-list post Educational Research: Fresh Air or Phlogiston? 
#2 [Hake (2010)].  The abstract reads:

**
ABSTRACT: In Coming Up for Air: But Is It Oxygen or Phlogiston? A 
Response to Taber's Review of 'Constructivist Instruction: Success Or 
Failure?' http://bit.ly/cYnNrg, David Klahr extols the lucidity of 
Keith Taber's review Constructivism and Direct Instruction as 
Competing Instructional Paradigms: An Essay Review of Tobias  Duffy 
(2009) http://bit.ly/9NlULx, but then makes four claims that 
diverge from the tenor of Taber's review, the first three of which 
are:

(1) When Theories Compete, There Is Ultimately A Winner,

(2) Operational Definitions Are Crucial, and

(3) Multi-Attribute Comparisons Are Possible.

In my view, taking the above claims in order:

  (1') In areas that are conceptually difficult (e.g., Newtonian 
mechanics) the winner is Interactive Engagement (IE - 
constructivist-like) over Traditional (T - 
instructionist-like) pedagogy - both IE and T as *operationally 
defined* in Hake (1998, http://bit.ly/d16ne6),

(2')Education Research Employing Operational Definitions Can Enhance 
The Teaching Art [Hake (2010), http://bit.ly/aGlkjm], and

(3') Convincing multi-attribute comparisons http://bit.ly/9kORMZ 
have shown an approximately two-standard deviation superiority in 
average normalized gains g for IE over T courses.
**

To access the complete post please click on http://yhoo.it/aFX18M.  


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Physics educators have led the way in developing and using objective 
tests to compare student learning gains in different types of 
courses, and chemists, biologists, and others are now developing 
similar instruments. These tests provide convincing evidence that 
students assimilate new knowledge more effectively in courses 
including active, inquiry-based, and collaborative learning, assisted 
by information technology, than in traditional courses.
 Wood  Gentile (2003)


REFERENCES [All URL's accessed on 24 October 2010; URL's shortened by 
http://bit.ly/.]

Hake, R.R. 2010. Educational Research: Fresh Air or Phlogiston? #2 
online on the OPEN! Net-Gold archives at http://yhoo.it/aFX18M. 
Post of 24 October 2010 15:22:00-0700 to AERA-L and Net-Gold.  The 
AERA-L server appears to have been down since 21 Oct 2010 but will 
probably recover.  The abstract and link to the complete post are 
being transmitted to various discussion lists and are also on line on 
my blog Hake'sEdStuff at  http://bit.ly/araHaL with a provision 
for comments.

Wood, W.B.  J.M. Gentile. 2003. Teaching in a research context, 
Science 302: 1510; 28 November; online to subscribers at 
http://bit.ly/9izfFz. A summary is online to all at 
http://bit.ly/9qGR6m.

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Re:[tips] 2010 Flexner Report

[Richard Hake]

Some subscribers to the TIPS and AERA_TEP_SIG128-FORUM might be 
interested in a post Re: 2010 Flexner Report [Hake (2010a)].  The 
abstract reads:

***
ABSTRACT:  Team-Learning's Jim Sibley asked Does anyone have a copy 
of the 2010 Flexner report they can send me? In response: (a) I 
referred to Cooke et al. (2010) at http://amzn.to/aTvhxN, and (b) 
Deirdre Bonnycastle of the DrEd list referred to the Canadian version 
at http://bit.ly/9Dgj6o.
***

For information on the classic Flexner Report of 1910 see
http://en.wikipedia.org/wiki/Flexner_Report.  For comments on the 
neo-Flexner Report of 2010 see the signature quote.

To access the complete 10 kB post please click on http://bit.ly/dmsdkC.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

[Educating Physicians] is a very important book that comes at a 
critical time in our nation's history. We will not have enduring 
health care reform in this country unless we rethink our medical 
education paradigms. This book is a call to arms for doing just that.
   George E. Thibault, president, Josiah Macy, Jr. Foundation [see at
  http://bit.ly/aEt4PY, quoted in the Cooke et al. (2010) publisher's
  information at http://bit.ly/d52HEP]

REFERENCES [All URL's accessed on 22 October 2010; URL's shortened by 
http://bit.ly/.]

Hake, R.R. 2010a. Re: 2010 Flexner Report, online at 
http://bit.ly/dmsdkC. Post of 18 Oct 2010 10:56:24-0700 to AERA-L, 
Chemed-L, EvalTalk, PBL,  POD; and to Net-Gold on 22 Oct 2010 
10:32:00-0700.  See also the earlier post Hake (2010b). The abstract 
and link to the complete post are being distributed to various 
academic discussion lists and are also online on my blog 
Hake'sEdStuff at http://bit.ly/deLRkv with a provision for 
comments.

Hake, R.R. 2010b. Re: Educating Physicians: A Call for Reform of 
Medical School and Residency #2, online on the OPEN! AERA-L archives 
at  http://tinyurl.com/28afmml. Post of 9 Jun 2010 06:25:32 -0700 
to AERA-L, DrEd, and Net-Gold. The abstract and link to the complete 
post were distributed to varioius academic discussion lists and are 
also online on my blog Hake'sEdStuff at http://bit.ly/cNfKWW with 
a provision for comments.

Cooke, M., D.M. Irby,  B.C. O'Brien. 2010.  Forward by Lee S. 
Shulman. Educating Physicians: A Call for Reform of Medical School 
and Residency. Jossey-Bass, publisher's information at 
http://bit.ly/d52HEP . Amazon.com information at 
http://amzn.to/aTvhxN. Note the searchable Look Inside  feature.

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[tips] The Cult of Statistical Significance

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might 
be interested in a recent post The Cult of 
Statistical Significance [Hake (2010)].  The 
abstract reads:

**
ABSTRACT: Math-Teach's Domenico Rosa has called 
attention to the review of Ziliak  McCloskey 
(2008) by Olle Häggström (2010). According to 
Häggström, Ziliak  McCloskey's major point is 
that many researchers are so obsessed with 
statistical significance that they neglect to ask 
themselves whether the detected discrepancies are 
large enough to be of any subject-matter 
significance.

Consistent with that outlook, in Lessons from 
the Physics Education Reform Effort [Hake 
(2002)] I cited the position of many 
psychologists and biologists that the effect 
size is a preferred alternative (or at least 
addition) to the usually inappropriate t-tests 
and p values associated with Null Hypothesis 
Statistical Significance Testing (NHSST).

Nevertheless, many educational researchers (even 
some physicists) still utilize *only* NHSST to 
gauge the significance of their research results.
*

To access the complete 14 kB post please click on http://bit.ly/dkTyXP.


Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

After 4 decades of severe criticism, the ritual 
of null hypothesis significance testing - 
mechanical dichotomous decisions around a sacred 
0.05 criterion - still persists. This article 
reviews the problems with this practice, 
including its near-universal misinterpretation of 
p as the probability that Ho . . . .[[the null 
hypothesis]]. . . .  is false, the 
misinterpretation that its complement is the 
probability of successful replication, and the 
mistaken assumption that if one rejects Ho one 
thereby affirms the theory that led to the test. 
Exploratory data analysis and the use of graphic 
methods, a steady improvement in and a movement 
toward standardization in measurement, and 
emphasis on effect sizes using confidence 
intervals, ands the informed use of available 
statistical methods is suggested. FOR 
GENERALIZATION, PSYCHOLOGISTS MUST FINALLY RELY, 
AS HAS BEEN DONE IN THE OLDER SCIENCES, ON 
REPLICATION.  [My CAPS.]
   -Jacob Cohen (1994) in The earth is round (p  .05)


REFERENCES [All URL's accessed on 10 October 
2010; some URL's shortened by http://bit.ly/.]

Cohen, J. 1994. The earth is round (p  .05). 
American Psychologist 49: 997-1003; online as a 
1.2 MB pdf at http://bit.ly/a45I2t, thanks to 
Christopher Green http://www.yorku.ca/christo/.

Hake, R.R. 2010. The Cult of Statistical 
Significance, online on the OPEN AERA-L archives 
at http://bit.ly/dkTyXP. Post of 10 Oct 2010 
19:34:16-0700 to AERA-L, Math-Teach,  Net-Gold. 
The abstract and link to the complete post are 
being transmitted to various discussion lists and 
are also online on my blog Hake'sEdStuff at 
http://bit.ly/96bBCM with a provision for 
comments.
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Re:[tips] Looking for Robert Boice

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych  might be interested in a 
recent post  Re: Looking for Robert Boice [Hake (2010)].

The abstract reads:

***
ABSTRACT:  In response to my post Re: looking for Robert Boice, 
POD's Gina Hiatt wrote: I heard that Robert Boice had a serious 
rock-climbing accident and has become somewhat reclusive and not 
interested in interacting about scholarship. 

An excerpt from a 2002 email to me from Boice (quoted by permission) 
shows that what Gina heard is *wrong* on all counts.

Despite having tenure at SUNY Stony Brook, Boice was kicked out by a 
new Provost who thought that Boice's concern with faculty development 
detracted from the research mission of the university and obtained 
letters to bolster his case from core members of POD who erroneously 
claimed that Boice's work was not well-regarded by other 
professionals.

Boice *did* have an accident while squat-lifting in the gym - *not* 
rock climbing -  that badly injured his spine, put him in bed for 
four years, and placed him on Social Security disability. 

Boice moved to Tennessee, but far from being reclusive, he futilely 
attempted to reach out to old friends and was, for a time, back on 
the academic speaking circuit at UNC-Chapel Hill, U. Virginia, and 
Gallaudet U.

My correspondence with Boice ended in 2002 when my emails to him bounced. 

IF ANYONE HAS INFORMATION ON BOICE'S WHEREABOUTS, PLEASE LET ME KNOW.
***

To access the complete 14 kB post please click on 
http://bit.ly/atrqYN.  That post contains 10 references to Boice's 
publications.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake


REFERENCES [URL's shortened by http://bit.ly/]
Hake, R.R. 2010. Re: Looking for Robert Boice, online on the OPEN! 
AERA-L archives at http://bit.ly/atrqYN.  Post of 6 Oct 2010 
20:27:36-0700 to AERA-L, Net-Gold, and POD. The abstract and link to 
the complete post are also being transmitted to various discussion 
lists and are online on my blog Hake'sEdStuff at 
http://bit.ly/ald854 with a provision for comments.
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[tips] Dukenfield's Law Campbell's Law #2

[Richard Hake]

Some subscribers to TIPS might be interested in Dukenfield's Law  
Campbell's Law #2 [Hake (2010)].

**
ABSTRACT: An earlier post Dukenfield's Law  Campbell's Law [Hake 
(2010)] initiated a 31-post thread on EvalTalk which may be accessed 
at http://bit.ly/cqINPz and http://bit.ly/anwfoY.  The first 
response was by Art Burke who wrote: Campbell said that corruption 
of quantitative indicators was a problem to be solved - he did not 
argue for abandoning quantitative indicators in the evaluation of 
social policies. And three years earlier Burke had written (slightly 
edited): Nichols  Berliner (NB) (2007) propose a hodge-podge of 
alternatives that they claim are more 'reasonable and fair' than the 
present testing and accountability rules [such as] 'formative 
assessments,' . . . . . I will certainly support alternatives that 
both reduce unwarranted stress on school staffs and preserve the 
protections for parents and children built into NCLB, but I don't see 
how this could happen with NB's proposals. I wonder if Burke would 
support formative assessments as they have been utilized in science 
education?
**

To access the complete 22 kB post please click on http://bit.ly/d3FrI8. 

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

What we assess is what we value. We get what we assess,
  and if we don't assess it, we won't get it.
   Lauren Resnick [quoted by Grant Wiggins (1990)]

REFERENCES [URL's shortened by http://bit.ly/]
Hake, R.R. 2010. Dukenfield's Law  Campbell's Law #2, online on 
the OPEN! AERA-L archives at http://bit.ly/d3FrI8.  Post of 22 Aug 
2010 15:31:31-0700 to AERA-L and Net-Gold. The abstract and link to 
the complete post are also being transmitted to various discussion 
lists.

Wiggins, G. 1990. The Truth May Make You Free, But the Test May Keep 
You Imprisoned: Toward Assessment Worthy of the Liberal Arts, AAHE 
Assessment Forum: 17-31; online at http://bit.ly/a7g09T.
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[tips] Effects of Problem Based Economics on High School Economics Instruction

[Richard Hake]

Some subscribers to TeachEdPsych and TIPS and might be interested in 
Effects of Problem Based Economics on High School Economics 
Instruction [Hake (2010)].

The abstract reads:

***
ABSTRACT: In Effects of Problem Based Economics on high school 
economics instruction [Finklestein et al. (2010)] state: This 
experiment was designed to test whether problem-based instruction in 
high school economics can result in gains in students' content 
knowledge. The analysis at the primary (student) level indicates that 
students in the spring 2008 semester whose teachers had received 
professional development and support in Problem Based Economics 
outscored their control group peers on the Test of Economic Literacy 
by 2.60 items (effect size = 0.32). This rather modest effect size 
can be compared with an effect size of 2.43 for the *normalized gain* 
resulting from interactive engagement vs traditional methods in 
introductory mechanics courses (Hake, 2008). Judging from their 
report, Finklestein et al.: (1) are either oblivious or dismissive of 
pre/post testing in the sciences by means of concept inventories- 
see  http://en.wikipedia.org/wiki/Concept_inventory and 
http://bit.ly/ceg1Bx; and (b) believe that RCT's are the gold 
standard for determining causality despite Seventeen Statements by 
Gold-Standard Skeptics #2 [Hake (2010)].
***

To access the complete 9 kB post please click on http://bit.ly/9tYZiO. 

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

There is no such thing as economics, only social science applied to 
economic problems.
Kenneth Boulding


REFERENCES [URL's shortened by http://bit.ly/]
Finkelstein, N. , T. Hanson, C-W. Huang,  B. Hirschman. 2010. 
Effects of Problem Based Economics on high school economics 
instruction, U.S. Dept. of Education, NCEE 2010-4002, U.S. 
Department of Education, online as a 4.5 MB pdf at 
http://bit.ly/aTIFCV. I thank David Berliner for informing me of 
this report.

Hake, R.R. 2010. Effects of Problem Based Economics on High School 
Economics Instruction, online on the OPEN! AERA-L archives at 
http://bit.ly/9tYZiO.  Post of 20 Aug 2010 14:01:50-0700 to AERA-L 
and Net-Gold. The abstract and link to the complete post are also 
being transmitted to various discussion lists.
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[tips] A Guide to the ADLsphere

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in A 
Guide to the ADLsphere: Over Eighty Academic Discussion Lists With 
Links To Their Archives  Search Engines [Hake (2010)].

The abstract reads:

***
ABSTRACT: The present Guide to the ADLsphere (pronounced 
Addlesphere - no pun intended) consists of five parts:

I. Addresses, Descriptions, and Links to the Archives and Search 
Engines of Over Eighty Academic Discussion Lists (ADL's) - including 
TIPS and TeachEdPsyc.

II. Some Strengths of ADL's

III. Some Weaknesses of ADL's

IV. LISTSERV Utilization
 A. What's a LISTSERV?
 B. Subscribing and Unsubscribing
 C. Monitoring Posts

V. References
***

To access the complete 3.7 MB guide please click on http://bit.ly/970OZr. 

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

It is not enough to observe, experiment, theorize, calculate and 
communicate; we must also argue, criticize, debate, expound, 
summarize, and otherwise transform the information that we have 
obtained individually into reliable, well established, public 
knowledge.
   John Ziman (1969): Information, Communication, Knowledge, Nature 224
(5217): 324 online at http://bit.ly/cNPB1d.

REFERENCES [URL's shortened by http://bit.ly/]
Hake, R.R. 2010. A Guide to the ADLsphere: Over Eighty Academic 
Discussion Lists With Links To Their Archives  Search Engines, 
online as a 3.9 MB pdf at http://bit.ly/970OZr. 
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Re:[tips] Creativity (was IBM Global CEO Study)

[Richard Hake]

Some subscribers to TIPS and TeachEdPsych might be interested in Re: 
Creativity (was IBM Global CEO Study) [Hake (2010)].

The abstract reads:

***
ABSTRACT:  Jerry Eads in an EDDRA2 post of 2 August, pointed out that:

1. A recent report IBM Global CEO Study based on interviews with 
1,541 CEOs, managers and public sector leaders in 60 countries and 33 
industries, indicated that The single most important characteristic 
CEOs say they need in their leaders is: CREATIVITY. 

2. We are embarking on a 'national curriculum' literally built on 
constructs developed in the 18th century, pooling state resources to 
develop yet more tests that might enable attention on a broader range 
of students yet still focus primarily on 'basic skills' (that's what 
we know how to measure). but. . . .  BUT THEY ARE NOT SUFFICIENT. 
We've heard over and over and over that U.S. higher education is 
valued more than any other in the world because it produces creative 
graduates, yet we continue to do our best to ignore that need in K-12 
policy. 

Some 80 years ago Louis Paul Benezet, at the time superintendent of 
schools in Manchester, New Hampshire, had ideas similar to those of 
Eads - see e.g., The Benezet Centre http://bit.ly/926tiM. 
Unfortunately, Benezet's work has been all but forgotten.
***

To access the complete 8 kB post please click on http://yhoo.it/ajWhOR.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

REFERENCES [URL's shortened by http://bit.ly/]
Hake, R.R. 2010. Re: Creativity (was IBM Global CEO Study), EDDRA2 
post of 10 August 2010 10:38:00-0700; online at 
http://yhoo.it/ajWhOR.
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Re:[tips] Non randomized and non regression discontinuity studies on governance programs

[Richard Hake]

Michael Scriven (2010), in his EvalTalk post of 30 June 2010 titled 
Re: Non randomized and non regression discontinuity studies on 
governance programs wrote [my insert at . . . .[[insert]]. . . .]:

I have proposed a general model for causal attribution, that 
subsumes RCT as a special case, and the same for regression 
discontinuity etc. It's the General Elimination Model . . . . .[[see 
e.g.,
Google (2010a)]]. . . .  ., an extension of the 'inference to the 
best explanation'. . . . .[[see e.g.,
Google (2010b)]]. . . .  ., approach in the philosophy of science 
literature. . . . . It's briefly covered in A Summative Evaluation 
of RCT Methodology:  An Alternative Approach to Causal Research in 
the online *Journal of MultiDisciplinary Evaluation* 
http://bit.ly/dxFbKh volume 5, 2008. Comments are welcome, 
especially proposed refutations!

As President of PEdants for Definitive Academic References which 
Recognize the Invention of the Internet (PEDARRII), I can't resist 
supplying:

a.  the academic reference for Scriven's (2008) article, online at 
http://bit.ly/93VcWD.  See below under REFERENCES.

b. the results of  Google (2010a,b ) searches for General 
Elimination Model and inference to the best explanation. See below 
under REFERENCES.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
rrh...@earthlink.net 
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

REFERENCES [URL's shortened by http://bit.ly/. All URL's accessed 
on 13 July 2010.]
Donaldson, S.I., M.Q. Patton, D.M. Fetterman,  M. Scriven. 2010. 
The 2009 Claremont Debates: The Promise and Pitfalls of 
Utilization-Focused and Empowerment Evaluation, Journal of 
MultiDisciplinary Evaluation 6(13): 15-57; online at 
http://bit.ly/bAgE4N. On page 32, Scriven comments: A General 
Elimination Methodology (GEM)-based approach beats the so-called gold 
standard, and is the commonsense way of establishing causation, which 
is, 'Think of all of the possible causes for this, and see if you can 
eliminate all but one.' That's what we always do in the forensic 
sciences, where we can't possibly use experiments when looking at the 
corpse of a victim, or the loss of a plane. We do this without going 
to experimental approaches, but of course, doing so uses masses of 
evidence in any legitimate use of that term. That's why it stands up 
in court. I want to stress the fact that, in my view, the internal 
rationale of this fight is included in this elimination process.

Google. 2010a. Results of a search for General Elimination Model 
(with the quotes) on 10 July 2010 07:05:00-0700; online at 
http://bit.ly/cR1jUi (8 hits).

Google. 2010b. Results of a search for inference to the best 
explanation (with the quotes) on 10 July 2010 07:10:00-0700; online 
at http://bit.ly/aNWP9K  (306,000 hits).

Scriven, M. 2008. A Summative Evaluation of RCT Methodology:  An 
Alternative Approach to Causal Research, Journal of 
MultiDisciplinary Evaluation 5(9): 11-24; online at
http://bit.ly/93VcWD. See also Scriven (2010) and Donaldson et al. (2010).

Scriven. M. 2010. Rethinking Evaluation Methodology, Journal of 
MultiDisciplinary Evaluation 6(13): i-ii; online at 
http://bit.ly/bcfH1L.

Scriven, M. 2010. Re: Non randomized and non regression 
discontinuity studies on governance programs, EvalTalk post of 30 
Jun 2010 18:41:08-0700; online at http://bit.ly/a7nKbf.
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Re:[tips] What do they do in math?

[Richard Hake]

Some subscribers to the TIPS and AERA_TEP_SIG128-FORUM might be 
interested in a post  Re: What do they do in math? The abstract 
reads:

***
ABSTRACT: Jatila van der Veen of the PhysLrnR list wrote 
(paraphrasing): Math is taught as a separate, abstract set of rules 
and relationships, and students are not shown the connections between 
math and the physical world! This is the age old problem in physics 
education. After being a 'traditional' physics teacher for many years 
I went back to grad school to do a doctorate in Education; during 
these years of inquiry away from physics and into multiculturalism, 
sociolinguistics, gender studies, cognitive psychology, etc., I came 
away with a dissertation on the positive effects of starting an 
introductory physics course with symmetry and contemporary physics, 
and teaching non-physics majors along with physics majors, to see the 
numbers in Nature. The method WORKS (see at http://bit.ly/9uFByX).
***

To access the complete 9 kB post please click on http://bit.ly/90Cs3J.

Richard Hake, Emeritus Professor of Physics, Indiana University
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands
President, PEdants for Definitive Academic References which Recognize the
   Invention of the Internet (PEDARRII)
rrh...@earthlink.net
http://www.physics.indiana.edu/~hake
http://www.physics.indiana.edu/~sdi
http://HakesEdStuff.blogspot.com
http://iub.academia.edu/RichardHake

Mathematics is the gate and key of the sciences. . . .Neglect of 
mathematics works injury to all knowledge, since he who is ignorant 
of it cannot know the other sciences or the things of this world. 
And what is worse, men who are thus ignorant are unable to perceive 
their own ignorance and so do not seek a remedy.
  Roger Bacon (Opus Majus, bk. 1, ch. 4) http://bit.ly/dzjbWv


REFERENCES [URL's shortened by http://bit.ly/]
Hake, R.R. 2010. Re: What do they do in math? online on the OPEN 
AERA-L archives at http://bit.ly/90Cs3J.  Post of 30 Jun 2010 
13:07:04 -0700 to AERA-L, Math-Learn, Math-Teach, Phys-L,  PhysLrnR. 
The abstract and link to the complete post are being transmitted to 
various discussion lists and are also online at 
http://hakesedstuff.blogspot.com/2010/07/re-what-do-they-do-in-math.html 
with a provision for comments.
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