This is a 1 hour presentation for University of Oregon Science Literacy program on cognitive science and its' application to education.

1. What every teacher should know about
cognitive research
Or
How People Learn
Dr. Stephanie Chasteen
Physics Department
University of Colorado at Boulder
Stephanie.Chasteen@Colorado.EDU

2. This presentation is copyrighted under the Creative Commons License
Attribution Non-Commercial Share-Alike
That means: Please watch it, share it, and use it in your presentations.
Just give us credit, don’t make money from it, and use the same kind of
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More information about Creative Commons licenses here:
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Credit should be given to: Stephanie Chasteen and the Science Education
Initiative at the University of Colorado,
http://colorado.edu/sei

3. PER at Colorado
Faculty: Grad Students:
Melissa Dancy Stephanie Barr
Michael Dubson Kara Gray
Noah Finkelstein Lauren Kost-Smith (PhD May 11)
Valerie Otero May Lee
Kathy Perkins Mike Ross
Steven Pollock Ben Spike
Carl Wieman (on leave) Ben Van Dusen
Postdocs/ Scientists: Bethany Wilcox
Charles Baily Teachers / Partners / Staff:
Danny Caballero Shelly Belleau
Stephanie Chasteen Jackie Elser,
Julia Chamberlain Trish Loeblein
Kelly Lancaster Susan M. Nicholson-Dykstra
Laurel Mayhew Sara Severence
Emily Moore Emily Quinty
Ariel Paul Mindy Gratny, Kate Kidder
Rachel Pepper John Blanco, Sam Reid
Noah Podolefsky Chris Malley, Jon Olson
Benjamin Zwickl Oliver Nix, Nina Zabolotnaya

4. Major advances past 1-2 decades
Consistent picture ⇒ Achieving learning
classroom brain
studies research
cognitive
psychology

5. Some big outcomes:
• Learning is constructing understanding
• People organize their experiences into
patterns or mental models

6. Outline
• What people know affects what they
learn (context is important)
• Preparing your students to learn
• What we remember is affected by how
our brain works (the limits of retention)
If time
• Motivation is important
• Feedback is important

7. Outline
• What people know affects what they
learn (context is important)
• Preparing your students to learn
• What we remember is affected by how
our brain works (the limits of retention)
If time
• Motivation is important
• Feedback is important

8. Stroop test

9. Stroop Test ][

10. Stroop ///
rot, grün, blau, gelb, rosafarben,
orange, blau, grün, blau, weiß,
grün, gelb, orange, blau, weiß,
braun, rot, blau, gelb, grün,
rosafarben, gelb, grün, blau, rot

11. Strong indication:
Prior knowledge matters
Sometimes prior knowledge gets in the way of learning

12. Tools allow thought
A Story of Galileo: 6 theorems of a genius
Theorem: If a moving particle, carried uniformly at
constant speed traverses two distances, then the
algebra
time interval required are to each other in the ratio of
their distances.
(followed by 2 page geometric proof).
d1 = r * t1 t1 d1
=
d2 = r * t 2 t 2 d2
From diSessa (2000) Changing Minds

13. THE MONTILLATION AND USES OF TRAXOLINE
It is very important to
learn about traxoline. QUIZ:
Traxoline is a new form of 1. What is traxoline?
zionter. It is montilled in
Ceristanna. The 2. Where is it montilled?
Ceristannians found that 3. How is traxoline
they could gristerlate large quaseled?
amounts of fervon and then
4. Why is traxoline
bracter it to quasel
traxoline. This new, more important?
efficient bracterillation
process has the potential to
make traxoline one of the
most useful products within
the molecular family of
lukizes snezlaus.

14. So, lack of context inhibits students from
building productive mental models. It
encourages memorization of facts and
pattern-matching.
But… students are not always aware of
the context of what they’re learning!
Why?

15. Your brain
Your students’ brains
Images: pptudela on Wikimedia

16. The “dead leaves” model
(a) Write down every equation or law the teacher writes
down that is also in the book
(b) Memorize these, together with end-of-chapter formula
(c) Do enough homework and end-of-chapter problems to
recognize which formula is applied to which problem
(d) Pass the exam by selecting the correct formulas for the
problems on the exam
(e) Erase all information from your brain after the exam to
make room for the next set of material.
Redish, Implications of cognitive studies for teaching physics. Am. J.
Phys. (1994).

17. Discussion
• How have you seen this apply in your
classroom?
• Where can/do we take into account
students’ prior knowledge?
• Where does context come into our
instruction?

18. How context can help…
The card game
Rule: If there is a vowel on one side,
there is an even number on the other
In order to verify the rule isn’t broken,
which card(s) do you need to flip over?
E 2 L 5

19. Adapted from Johnson-Laird ‘83
The bartender game
You are a bartender and need to verify
that the following drink orders/ ages
don’t break the law: if you drink alcohol
you must be 21 or older. Whose IDs do
you need to check?
Gin/ Age: Age:
Coke
Tonic 16 52

20. If letter = vowel, then number = even
E 2 L 5
If drink = alcohol, then age>21
Gin/ Age: Age:
Coke
Tonic 16 52

21. So, prior knowledge can be used to help
process information more readily.
Prior knowledge can be accessed by
providing useful, authentic context.
It is easy to learn something that matches or
extends an existing mental model!
(And it is hard to learn something we don’t
almost already know)
Much learning is done by analogy

22. One example: PhET Simulations
http://phet.colorado.edu
Free online simulations
• Engaging
• Visual
• Real-world

23. Visual Models & Analogies

24. Comparing Activity Design
Make the man start at Sketch what you think the
-5 meter mark, move with graphs will look like for this story
that Jill told:
constant speed to the 2
meter mark and then “Bobby was talking to me on his
accelerates to the 8 meter cell phone standing by his car.
mark. The phone signal was poor, so
he walked toward his house
A. Sketch the position, trying to get a better signal and
velocity and acceleration then stood still so we could talk.”
graphs that you see.
A. Explain why each part of your
B. How do the three graph makes sense.
graphs relate?
B. Test your ideas using the
Which activity are you more simulation
likely to use with students?
B.Green. B. Red.

25. The importance of context
The procedure is quite simple. First arrange items into different
groups. Of course one pile may be sufficient depending on how
much there is to do. If you have to go somewhere else due to
lack of facilities that is the next step; otherwise, you are pretty
well set. It is important not to overdo things. That is, it is better
to do too few things at once than too many. In the short run this
may not seem important but complications can easily arise. A
mistake can be expensive as well. At first, the whole procedure
will seem complicated. Soon, however, it will become just
another facet of life. It is difficult to foresee any end to necessity
for this task in the immediate future, but then, one can never
tell. After the procedure is completed one arranges the material
into different groups again. Then they can be put into their
appropriate places. Eventually they will be used once more and
the whole cycle will then have to be repeated. However, this is
part of life.
* Bransford, & Johnson(1972). Journal of Verbal Learning and Verbal Behavior 11, 717-726

26. Foreground / Background
From: R. McDermott ‘93

27. Circuit Construction Kit (CCK)

28. Outline
• What people know affects what they
learn (context is important)
• Preparing your students to learn
• What we remember is affected by how
our brain works (the limits of retention)
If time
• Motivation is important
• Feedback is important

29. “hooks” for memory
Hooks for retention-- mental connections
e.g. lesson on fasteners-- here are all the
types and how they are used.
vs.
Here is an interesting job problem, here
are possible types of fasteners for solving
6 kg
problem, and here is how a certain type
of fastener solved it.

30. If interactive engagement
helps students learn…
then is “telling” bad?

31. A study…
• Population: cognitive psychology students.
• Content: cognitive theories of memory
• Question: How well do students
understand theories of memory from…
– reading a textbook about classic
experiments?
– analyzing and graphing simplified data sets
from these classic experiments?

32. Data analysis task

33. Study design
First… Second… Assessment
A Graph Data Graph Data
Factual Test
B Summarize Chapter Lecture on Theory
C Graph Data Lecture on Theory
Which do you think did better on the test?
A B C or D- other
Schwartz, Bransford and Sears, 2005. Efficiency and Innovation in Transfer.

34. Score on factual recall test
A B C
Graph data Reading + Graph Data +
Graph data Lecture Lecture

35. So that means…
• Data analysis activities are useless, lecturing
is key. Right?
“Wouldn’t it just be more efficient to tell them?”
• No… this is the ‘conspiracy theory’.
– Assessments designed to test efficient learning of
facts make fact-based instruction look good.

36. Assessment Design
Activity 1 Activity 2 Assessment
Graph Data Graph Data
Factual Test
Summarize Chapter Lecture on Theory
Transfer Test
Graph Data Lecture on Theory
Add a new “transfer” assessment
Asked to predict outcomes of a novel experiment.

37. Score on transfer test (predict new experiment)
A B C
Graph data Reading + Graph Data +
Graph data Lecture Lecture

38. Assessment and Instruction
• So, lectures can be an effective tool for
instruction… IF the students are
prepared to learn from them
• What was so special about the
“graphing the data” activity, especially
compared to summarizing the chapter?

39. Creating a “time for telling”
• Data graphing oriented students to key
features
• They needed to account for variation in
the data = contrasting cases
• This struggle towards meaning prepares
them to learn from lecture, enabling
better transfer

40. The importance of contrasts
What is relevant?
Circle Biggish Empty Solid White Line Left Side of Screen

41. But we do learn to perceive…
Despite variations in surface features

42. The importance of contrast
How do you teach Japanese speakers to hear
“L”? How do you teach someone to taste
the difference between Merlot and Cabernet?
Do you give them the purest example of “L” ? Of a Cabernet?
Learning depends on finding structure in
variability.
Need both positive and negative variations.
But you can’t just throw contrasts at people

43. Invention Activities
orient to key features
• Before a lesson on deviation in statistics
• Ask students to develop “reliability index”
for pitching machines
• Students don’t need to discover right
answer. Prepares them to “get it” when
you give them lecture.
* Schwartz, D. L., Bransford, J. D., Sears, D. L. (2005). Efficiency and
innovation in transfer
* Schwartz and Martin (2004), Inventing to Prepare for Future Learning

44. Pitching
machine
example
• Create a reliability
index that
differentiates
between these
different machines
Implemented in high school Algebra 1.
Himmelberger, K., & Schwartz, D. L. (2007). It’s a homerun! Using
mathematical discourse to support the learning of statistics.
Mathematics Teacher, 101(4), 250-256.

45. A. Area covered by
pitches
B. Perimeter using grid
marks
C. Average distances
between pairs of points
D. Average distance from
random point to all
points
E. Frequency of balls in
each of 4 quadrants
F. Average distance
between all pairwise
points

46. Pitching redux
• Wide variety of sophisticated solutions
• Solutions themselves not critical
• Generates discussion about how to
handle aspects of variability
• Prepares to understand formula
• 9th graders after invention did better on
test than college students after a
semester of statistics!
ave deviation =
å x- X
n

47. Orienting Task:
Inventing an Index
Dan Schwartz

49. Worksheet: Invention
activities
A. Crowded Clowns
B. Popcorn
Work through with two partners. 5 minutes.

50. Thinking about it all
Might you use an “invention activity” like
this in your class?
B.Definitely (why?)
C.It depends (on what?)
D.Definitely not (why not?)
Are there other ways you use contrasting
cases in your teaching?
Are there other ways to let students “struggle
towards meaning”?

51. Summary of contrasting cases
• Asking students to invent a description
of different contrasting cases (e.g.,
crowded clown index) helps them learn
the important features
• Prepared them to learn from lecture,
creating a “time for telling”
• Helps them to transfer to new situations
(but not necessarily in factual recall)

52. Outline
• What people know affects what they
learn (context is important)
• Preparing your students to learn
• What we remember is affected by how
our brain works (the limits of retention)
If time
• Motivation is important
• Feedback is important

53. How much do you remember
from this talk already?
Probably 10% of you remember any non-obvious fact
from 15 minutes ago

54. Working Memory Capacity
VERY LIMITED!
every added demand hurts
learning (“cognitive load”)
(remember/process max 4-7
unrelated items)
Without great care,
exceeded in almost
every lecture.
Mr. Anderson, May I be excused?
My brain is full.

55. What does help memory?
Quiz:
What is Traxoline? It’s a new form of…
D.Montillation
E.Quasel
F.Zionter Testing is a learning event!
G.Bracter

56. H. Roediger, J. Karpicke Psych. Sci. Vol.17 pg 249

57. Some interesting findings on
studying…
• Under time pressure, people study the
easiest items
• People often stop studying before they
have learned the information
• Spaced vs. massed practice is better
• Self-testing is important
• There are benefits to retrieval even if it
fails, especially with corrective feedback
Kornell and Bjork, The promise and perils of self-regulated study

58. Implications
• Provide opportunity for retrieval in
lecture
• Space repetitions across
lecture/homework
• Help students learn how to study

59. Classroom application
• What kinds of things might you do to
help improve students’ memory of facts
and vocabulary?

60. Fin
Slides will be at blog.sciencegeekgirl.com

61. Outline
• What people know affects what they
learn (context is important)
• Preparing your students to learn
• What we remember is affected by how
our brain works (the limits of retention)
If time
• Motivation is important
• Feedback is important

62. If you see no reason to learn,
you won’t bother!
• Learning takes effort
• Why spend energy if there’s no reason?
• Motivation is highly malleable!

63. “This class is very hard and many of
you will fail so you need to study
really hard.”
How do you think this affects university
student motivation to learn the material?
a. increases b. decreases
Focus groups and
interviews indicate is
demotivating for
university students.
Psychology studies
support.

64. What does motivate?
•What have you found to be the most motivating to
students?
•What did you think would be motivating but
wasn’t?
c.Subject relevance (meaningful context)
d.Instructor attitude. (respect and challenge)
“Subject hard for everyone, but all can master
with effort, and my goal for course is for all of you
to succeed.”

65. Attitudes and Beliefs*
Assessing the “hidden curriculum” -
beliefs about physics and learning physics
Examples:
• “I study physics to learn knowledge that
will be useful in life.”
• “To learn physics, I only need to memorize
solutions to sample problems”
*Adams et al, (2006). Physical Review: Spec. Topics: PER, 0201010

66. How do you think a single
introductory physics class affects
students beliefs about physics?
A. Not much. Their beliefs are pretty well set
by college.
B. Some students probably come out with a
slightly more positive view of physics
C. It varies by students’ individual learning
styles
D. Something else

67. Can we affect students’ beliefs?
Shift (%) “CLASS” survey of
Expert-like beliefs
Real world connect... -6
Personal interest........ -8 The good news: yes…
Sense making/effort... -12
Conceptual................ -11
Math understanding... -10
Problem Solving........ -7
Worse for
Confidence................ -17 females!
Nature of science....... +5
(All ±2%)
Students come out of introductory classes with more negative
views of physics than they came in with!

68. why does this happen?

69. Trad’l Model of Education
Content Individual

70. Expert Tutors *
1. Motivation major focus (context, pique curiosity,...)limited
praise, never for person, all for process
3. Understands what students do and do not know ⇒
timely, specific, interactive feedback
5. Almost never tell students anything-- pose questions.
7. Mostly students answering questions & explaining.
9. Asking right questions so students challenged but can
figure out. Systematic progression.
11. Let students make mistakes, then discover and fix.
13. Require reflection: how solved, explain, generalize,…
*Lepper and Woolverton pg 135 in Improving Academic Achievement

71. Classroom application
• How might you help motivate students
to learn the material?

72. Outline
• What people know affects what they
learn (context is important)
• Preparing your students to learn
• What we remember is affected by how
our brain works (the limits of retention)
If time
• Motivation is important
• Feedback is important

73. actively engaging students
is important
Learning is changing our brain
“constructivism!”

74. What makes an expert thinker?
It’s not just that an expert knows more
An expert thinks about a subject in different ways
than a novice does
“New wiring!”
We can see that the brain changes through brain
activation and imaging studies, and in what experts
do

75. Feedback helps with constructing
our own understanding
If we’re to change how we think, we need
feedback on our thinking
What does that mean?
What kind of feedback is most helpful?
How can students get it?

76. No need for feedback in
traditional model

77. Feedback through formative assessment
Compare and contrast what students
experience during two different types of
assessment activities.
2. Does the assessment help students
gauge what they know?
3.Does the assessment build skills in
feedback?
4.How does the assessment motivate
students to learn the material?
Adapted from Handelsman, Miller & Pfund, 2007

78. It’s not about our teaching,
it’s about student learning

79. Conclusions
• Educational practice is a researchable endeavor
– We can make systematic progress
– Imperative to include physicists
• Possible to achieve dramatic repeated results
• CU model strongly couples:
– Reform and research
– Education and physics
• Sustaining & Scaling reforms is possible
– Requires theoretical framing
– Both CONTENT and CONTEXT matter

80. Fin
Much more at: per.colorado.edu