Many years ago (in 2004), the Rutgers University physics education research group devised a list of most common processes that physicists engage in when creating and applying physics knowledge to operationalize the vague notion of “critical thinking” that we wish our students to develop. This list was based on the observations and interviews of practicing physicists and the studies of the history of physics. The list became the list of "scientific abilities" that students can develop when taking physics courses. We used the term "abilities" instead of science-process skills to underscore that these are not automatic skills, but are instead processes that students need to use reflectively and critically. Once the list was created, we started writing activities to help students develop these abilities. To help students progress, we made self-assessment rubrics for each ability. The rubrics were validated through a rigorous process. Students use those rubrics as they work on the activities to self-assess and improve their work, and instructors use the rubrics for grading. We conducted numerous studies of student development of various abilities that showed how long it takes for the students to improve, which abilities are the most difficult, how to run professional development for the instructors, and many others. In my talk I will discuss the philosophy of learning and teaching that promotes the development of these abilities, specific activities and rubrics, and will share findings from several research studies.
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2021-04-08T16:00:002021-04-08T17:00:00What are scientific abilities and how to help students develop them?Event Information:
Many years ago (in 2004), the Rutgers University physics education research group devised a list of most common processes that physicists engage in when creating and applying physics knowledge to operationalize the vague notion of “critical thinking” that we wish our students to develop. This list was based on the observations and interviews of practicing physicists and the studies of the history of physics. The list became the list of "scientific abilities" that students can develop when taking physics courses. We used the term "abilities" instead of science-process skills to underscore that these are not automatic skills, but are instead processes that students need to use reflectively and critically. Once the list was created, we started writing activities to help students develop these abilities. To help students progress, we made self-assessment rubrics for each ability. The rubrics were validated through a rigorous process. Students use those rubrics as they work on the activities to self-assess and improve their work, and instructors use the rubrics for grading. We conducted numerous studies of student development of various abilities that showed how long it takes for the students to improve, which abilities are the most difficult, how to run professional development for the instructors, and many others. In my talk I will discuss the philosophy of learning and teaching that promotes the development of these abilities, specific activities and rubrics, and will share findings from several research studies.
The website for scientific abilities and rubrics is at https://sites.google.com/site/scientificabilities/ .Event Location:
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