How 10 Years of Education Research Invalidated 40 Years of My Assumptions -- a personal conversion

By David E. Pritchard

Department of Physics, Massachusetts Institute of Technology, Cambridge, MA

Published on

Abstract

The Socratic online tutor, MasteringPhysics.com improved students’ performance in MIT’s introductory physics course by about two standard deviations – a huge success. But further investigations of what exactly they learned, how much they remembered as seniors, the role of homework copying, the limitations of partial credit grading, and the disparity between what physics teachers want to teach and what their students want to learn has been disquieting. I shall describe an on-campus pedagogy that helps students to become more expert. Then I’ll describe how research, development, online learning and MOOCs might be combined to spread better learning universally.

Bio

David E. Pritchard David E. Pritchard is the Cecil and Ida Green Professor of Physics at MIT. He carried out pioneering experiments on the interaction of atoms with light that led to the creation of the field of atom optics. Professor Pritchard received his B.S. from California Institute of Technology and his Ph.D. from Harvard, working with Professor Daniel Kleppner, through his move to MIT. Pritchard joined the faculty of the Department of Physics in 1970. At MIT, Professor Pritchard mentored four students who won national thesis prizes and three people who won the Nobel Prizes for slowing and cooling atoms and for achieving Bose-Einstein condensation. Professor Pritchard has many honors, including the IUPAP prize for precision metrology. He is a member of the National Academy of Sciences and is a Fellow of the American Academy of Arts and Sciences.

Professor Pritchard currently focuses his research on how to help students learn better, especially from online courses. He has contributed a great deal to creating tools and pedagogy to teach physics. He is the creator of MasteringPhysics.com, and teaches a MOOC on introductory mechanics on edX.

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Cite this work

Researchers should cite this work as follows:

  • David E. Pritchard (2017), "How 10 Years of Education Research Invalidated 40 Years of My Assumptions -- a personal conversion," https://nanohub.org/resources/26185.

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Time

Location

Room 203, Physics, Purdue University, West Lafayette, IN

Tags

How 10 Years of Education Research Invalidated 40 Years of My Assumptions
  • How 10 Years of Education Research Invalidated 40 Years of My Assumptions --a personal conversion 1. How 10 Years of Education Rese… 0
    00:00/00:00
  • Problems: multi-Concept, multi-Stage 2. Problems: multi-Concept, multi… 105.27193860527194
    00:00/00:00
  • The MIT Final Measures What we Want Students to Learn (Assumption #1) 3. The MIT Final Measures What we… 133.3667000333667
    00:00/00:00
  • Socratic Pedagogy 4. Socratic Pedagogy 238.50517183850519
    00:00/00:00
  • Students can Request Hints 5. Students can Request Hints 295.92926259592929
    00:00/00:00
  • Wrong Answer Feedback 6. Wrong Answer Feedback 311.37804471137804
    00:00/00:00
  • Educational Data Mining: What Do Students Do? What Do Students Learn From? 7. Educational Data Mining: What … 340.50717384050716
    00:00/00:00
  • What Course Elements Correlate with Learning? 8. What Course Elements Correlate… 396.89689689689692
    00:00/00:00
  • What Predicts Final Exam Score? 9. What Predicts Final Exam Score… 467.40073406740078
    00:00/00:00
  • Final Exam Scores of Copying Groups 10. Final Exam Scores of Copying G… 634.40106773440107
    00:00/00:00
  • Bad Assumption #3 11. Bad Assumption #3 739.10577243910575
    00:00/00:00
  • When Do Students Do HW? -2003 12. When Do Students Do HW? -2003 760.86086086086084
    00:00/00:00
  • General usage: percentage of e-text viewed 13. General usage: percentage of e… 859.89322655989326
    00:00/00:00
  • e-text pages viewed in Traditional Course 14. e-text pages viewed in Traditi… 920.12012012012019
    00:00/00:00
  • Online courses: e-text activity per day 15. Online courses: e-text activit… 952.38571905238575
    00:00/00:00
  • Resource use: Homework vs Exam Problems 16. Resource use: Homework vs Exam… 975.77577577577586
    00:00/00:00
  • Closer Look At Homework Copying 17. Closer Look At Homework Copyin… 1158.0580580580581
    00:00/00:00
  • Symbolic vs. Conceptual Difference! ?? 18. Symbolic vs. Conceptual Differ… 1171.1044377711046
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  • Symbolic vs. Conceptual Difference! ?? 19. Symbolic vs. Conceptual Differ… 1172.4724724724724
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  • MY LESSON #1: 20. MY LESSON #1: 1174.4411077744412
    00:00/00:00
  • Start Discussion & Research What do we Want them to Learn/Do/Know?  Can We Teach It? 21. Start Discussion & Research Wh… 1281.8151484818152
    00:00/00:00
  • Survey of Teachers David E. Pritchard, Analia Barrantes, Brian Belland 22. Survey of Teachers David E. Pr… 1322.0553887220553
    00:00/00:00
  • ~700 Instructor Votes 23. ~700 Instructor Votes 1341.7083750417085
    00:00/00:00
  • Untitled: Slide 24 24. Untitled: Slide 24 1441.6416416416416
    00:00/00:00
  • r = -0.4 Professors vs Students? 25. r = -0.4 Professors vs Student… 1540.9409409409409
    00:00/00:00
  • Should we Teach: 21st century skills? 26. Should we Teach: 21st century … 1647.2806139472807
    00:00/00:00
  • Modeling Applied to Problem Solving - example of flipped classroom, measured progress toward expertise in introductory mechanics 27. Modeling Applied to Problem So… 1778.9456122789457
    00:00/00:00
  • Levels of Cognitive Knowledge 28. Levels of Cognitive Knowledge 1788.6553219886555
    00:00/00:00
  • Core Models Map 29. Core Models Map 2085.0517183850516
    00:00/00:00
  • We Had to Coach Students in Class Cognitive Apprenticeship 30. We Had to Coach Students in Cl… 2212.1454788121455
    00:00/00:00
  • 2.5 week ReView for D's in Fall Phys 1 31. 2.5 week ReView for D's in Fal… 2308.2082082082084
    00:00/00:00
  • Apprentices Critiqued by Masters & Journeymen 32. Apprentices Critiqued by Maste… 2365.9325992659328
    00:00/00:00
  • 33. "Flipped" instructor and stude… 2388.8221554888223
    00:00/00:00
  • EVIDENCE (for Success of MAPS) 34. EVIDENCE (for Success of MAPS) 2445.3119786453121
    00:00/00:00
  • Improved Performance – MIT Final 35. Improved Performance – MIT F… 2497.5642308975644
    00:00/00:00
  • Better Performance in E&M than expected from Mechanics 36. Better Performance in E&M than… 2538.1047714381048
    00:00/00:00
  • Exam by Exam Performance in E&M 8.02 37. Exam by Exam Performance in E&… 2616.34968301635
    00:00/00:00
  • CLASS: Colorado Learning Attitudes about Science Agreeing with Black  expertlike Red  Novicelike 38. CLASS: Colorado Learning Attit… 2630.3303303303305
    00:00/00:00
  • CLASS: National Worsening vs Fall 8.01 39. CLASS: National Worsening vs F… 2704.9049049049049
    00:00/00:00
  • More Expert on CLASS: + vs Fall Course 40. More Expert on CLASS: + vs Fal… 2786.41975308642
    00:00/00:00
  • How to Improve Your Teaching (Summary) 41. How to Improve Your Teaching (… 2819.4527861194529
    00:00/00:00
  • Cobbler: Metaphor for Professors 42. Cobbler: Metaphor for Professo… 3114.4144144144148
    00:00/00:00
  • Must the Teacher Cobble Alone? 43. Must the Teacher Cobble Alone? 3208.9089089089089
    00:00/00:00
  • Teach Better with Researched Resources 44. Teach Better with Researched R… 3250.2168835502171
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  • END – rest is leftovers 45. END – rest is leftovers 3445.1785118451785
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