Re:[tips] What's In a Selfie?
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35218 or send a blank email to leave-35218-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] Developing research-based curricula in college-based higher education
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35325 or send a blank email to leave-35325-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] Charter Schools: A Marketplace for Profits or Ideas?
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35716 or send a blank email to leave-35716-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Active Learning Increases Student Performance in STEM
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36730 or send a blank email to leave-36730-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] James Hansen's 'Too Little, Too Late? Oops?'
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=37226 or send a blank email to leave-37226-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Assessment of Undergraduate Student Learning
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=37588 or send a blank email to leave-37588-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Elizabeth Green’s “Why Do Americans Stink at Math?”
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=37714 or send a blank email to leave-37714-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Can the Cognitive Impact of Calculus Courses be Enhanced? Updated on Aug 2014
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 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=37903 or send a blank email to leave-37903-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Piaget's Stages? #2
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=37944 or send a blank email to leave-37944-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] Teaching and Learning
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. --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38132 or send a blank email to leave-38132-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re:[tips] Scientific American Article on Educational Research and Evaluation
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. --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=39083 or send a blank email to leave-39083-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics?
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. --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=39767 or send a blank email to leave-39767-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics?
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 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=43467 or send a blank email to leave-43467-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] What Might Psychologists Learn from the Scholarship of Teaching and Learning in Physics?
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 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=43371 or send a blank email to leave-43371-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
