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DESCRIPTION:Julie Libarkin\nDepartment of Geological Sciences\nMichigan Sta
 te University\nInvestigations of student cognition\, affect\, and behavior
  abound\nin higher education. These studies provide evidence of the\nnovic
 e condition\, and suggest solutions for remediation\nand development of mo
 re effective teaching environments. Studies of\nexperts are also quite com
 mon\, particularly in learning\nand cognitive science. Comparison of novic
 es and experts is less\ncommon in higher education science\, although cutt
 ing edge research\nin most science disciplines has existed for several dec
 ades.\nExpertise studies allow testing of fundamental hypotheses about the
 \nupper stages of learning\, suggesting fundamental limits on how much\nwe
  can reasonably expect novices to learn and understand. Unpacking\nhow exp
 erts behave in complex situations\, including strategies used\nto work aro
 und individual limitations\, can offer insights into how\nbest to scaffold
  students towards greater understanding and\neventual expertise.\nThis tal
 k will cover three distinct expert-novice studies\nconducted with a wide r
 ange of interdisciplinary colleagues. The\nfirst study focuses on early ca
 reer undergraduate geoscience majors\nthrough advanced professional geolog
 ists\, and investigates\ngeocognitive strategies and behaviors employed du
 ring field\nmapping. This work utilizes a diverse data set\, including GPS
 \ntracking\, interviews\, audio logs\, and map analysis. The second\nstudy
  addresses mental models of the greenhouse effect brought into\nthe classr
 oom by non-science majors\, with comparison to models held\nby faculty tea
 ching general science courses. This work resulted in\nvalidation of a nove
 l approach to analyzing and interpreting\nstudent drawings. The final stud
 y considers how novices\, from the\ngeneral public to university students\
 , engage with visualizations\nused to convey science\, and considers diffe
 rences between these\nnovices and scientists. This work utilizes both eye 
 tracking and\ncrowd sourcing approaches to collect information about how\n
 individuals interact with visuals\, and considers design elements\nthat ca
 n facilitate expert-like viewing behavior in novices. All\nthree studies w
 ill: 1) Analyze differences in expert and novice\ncognition or behavior\; 
 2) Provide new approaches for using visuals\nin teaching or assessing lear
 ning\; and 3) Challenge basic\nassumptions and provide suggestions for imp
 roving field\, classroom\nor informal education.\nProfessor Libarkin is a 
 candidate for the Tomlinson Chair in\nScience Education. Her biography fol
 lows:\nJulie Libarkin is an Associate Professor at Michigan State\nUnivers
 ity with a joint appointment in the Department of\nGeological Sciences and
  the Division of Science and\nMathematics Education (DSME). She is also af
 filiated with the\nCenter for Research on College Science Teaching and Lea
 rning\n(CRCSTL)\, MSU's Cognitive Science Program\, and MSU’s\nEnvironment
 al Science and Policy Program.\nUltimately\, she hopes to develop an empir
 ical and theoretically\nconsistent model for geocognition\, a description 
 of both the\nmechanisms by which novices gain understanding of geologic\np
 henomena and the nature of working geological expertise.\n
DTSTART:20120426T193000Z
DTEND:20120426T193000Z
LOCATION:CA\, Frank Dawson Adams Building\, Frank Dawson Adams Building\, R
 oom 232
SUMMARY:Job talk: Expert-Novice Research: A Pathway to More Effective Teach
 ing and Learning
URL:/channels/event/job-talk-expert-novice-research-pa
 thway-more-effective-teaching-and-learning-216035
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