A scientific approach to teaching science and engineering,
and what it says about how to use technology
Carl Wieman
Department of Physics and School of Education
Stanford University
~ 25 years ago–
Why grad students coming into my lab so good in physics
courses, but do not know how to do physics?
Approaching the teaching and learning of science as a science
Doing controlled experiments.
Different ways of teaching and
measuring results.
Find what works and why—DATA!
Undergraduate science courses.
Started in physics, now similar research & results from all sciences
and engineering
Most revealing measures of learning– looking at
decisions scientists make in “simple” relevant
situations. What they decide and why.
Give students same tasks, compare responses.
Measures learning of flexible useful knowledge
Very different from results on most course exams
Most course exams– primarily memorized procedures & facts
General results
• I. Different teaching methods produce large differences in
learning
• II. Guiding principle for effective teaching methods
• III. How technology can support/enhance instructor use of
effective teaching methods
I. Compare learning
vs.
Traditional lecture
(instructor telling/ students listening)
“Scientific teaching”
(students practicing/instructor coaching)
More than 1000 published studies. My favorite examples…
Example #1. Learning in the classroom
Two nearly identical 250 student sections intro
physics—
same learning objectives, same class time,
same test ( given right after 3 lectures).
Experienced highly rated traditional lecturer
(good teacher by current university measures)
versus
New Ph.D. in physics, trained in principles and methods of
scientific teaching
number of students
50
45
40
35
30
25
20
15
10
5
0
Distribution of test scores
ave 41 ± 1 %
experienced highly
rated, trad. lecture
1
2
74 ± 1 %
new Ph.D.
scientific teaching
3 4 5 6 7
R. G.
Test score
8
9
10 11 12
Entire distribution shifted up. Learning x 3
Science Mag. May 13, ‘11
Deslauriers, Schelew,
Wieman
Ex. #2. Learning gain from entire course
9 instructors, 8 terms, 40
students/section.
Same instructors,
changed teaching methods
 changed learning!
Apply concepts of force & motion like
physicist to make predictions in real-world
context?
average, traditional Cal Poly instruction
1st year physics
Am. J. Physics May ‘11
Example #3. U. Cal. San Diego, Computer Science
Failure & drop rates– Beth Simon et al., 2012
30%
25%
Scientific
Instruction
Peer
Instruction
Standard Instruction
25%
24%
20%
Fail Rate
20%
10%
16%
14%
15%
10%
11%
7%
6%
5%
3%
0%
CS1*
CS1.5
Theory*
Arch*
Average*
same instructors, different teaching methods, 1/3 the failure rate
What is happening in these classes?
1
2
3
Students are solving tasks
When switch is closed,
bulb 2 will
a. stay same brightness,
b. get brighter
c. get dimmer,
d. go out.
“Answer individually with clicker, then discuss with students around you.
Come up with reasons for right answer and why the others are wrong.
Revote with clicker.”
Instructor is circulating, listening in, coaching,
then leads follow-up discussion.
II. Research provides fundamental principle—
Effective learning of sci & eng (and likely most everything else)
requires practice of the desired thinking processes, with
guiding feedback on how to improve.
Learner completing carefully designed tasks, getting
timely and targeted feedback.
(requires MANY hours intense practice—brain changed)
Tasks incorporating components of expert thinking
Some components of science & engineering expertise
• concepts and mental models + selection criteria
• recognizing what information is needed to solve, what irrelevant
• appropriate approximations and simplifications + criteria for using
• does approach/answer/conclusion make sense- ways to test
•moving between specialized representations
(graphs, equations, physical motions, etc.)
• …
Knowledge important, but only as integrated part
with when and how to use.
Widespread adoption of effective research-based methods?
 measure practices being used
CBE—Life Sciences Education
Vol. 13, 552–569, Fall 2014
“The Teaching Practices Inventory: A New Tool for Characterizing
College and University Teaching in Mathematics and Science”
Carl Wieman* and Sarah Gilbert†
~10 min to complete
Fully characterizes teaching practices in course, extent of use of practices
shown to enhance learning (“effective teaching practices” score)
Fill out anonymously, see how you compare (ETP 40+ good, 50+ great)
http://www.cwsei.ubc.ca/resources/TeachingPracticesInventory.htm
III. Technology valuable if (and only if) used to support
this basic principle for learning (often simpler is best)
1. Move simple information transfer outside of class.
(reading, video, … online quizzes on reading)
2. Enhanced communication tools, 1-many
• “clickers”
Stimulate individual reflection--Prepare to learn/
discuss.
Tells instructor level of student mastery
 more targeted and effective feedback
• Online/technology enhanced discussions
student-student, student-instructor
3. Technology enabled novel types of learning activities and
feedback
Highly Interactive educational simulations-- phet.colorado.edu
Free, online, used 100 M/yr, grades 6-16, phys, chem, bio, …
Enhanced visualization, interaction (individual feedback),
conceptual models/reasoning
balloons and sweater
circuit construction kit
laser
circuit construction kit
build circuits, measure, see behavior,
electrons move, bulbs light,…
Using “CCK blackbox” to study inquiry/discovery skills
(S. Salehi, E. Kuo, E. Bumbacher, CW)
~impossible to measure & teach with traditional media
When person does not know answer:
What strategies for figuring out?
What questions do they ask?
How do they interpret and act upon
evidence/data?
“Use any circuit elements and
measurement tools to figure
out the hidden circuit”
typical “novice”
typical “expert”
See consistent quantifiable differences over large range of
expertise– nonsci intro students to Stanford Physics Profs
Inquiry strategies distinct from content knowledge.
Next– generalize and find ways to teach
Summary:
Effective learning/teaching of science and engineering
requires explicit active practice of the desired thinking,
with guiding feedback.
Many studies from higher ed science & eng. courses
demonstrate the superiority of teaching methods based
on this principle.
Technology can support & enhance teaching, but only if
aligned with this principle.
to learn more: see “research” and “resources” tabs at
http://www.cwsei.ubc.ca/