ERIC EJ893664: Assessing Differences in Students' Experiences in Traditional versus Scientific Teaching-Based Biology Course

2010·0.06 MB·English

by  ERIC

Assessing Differences in Students’
Experiences in Traditional versus
Scientific Teaching-Based Biology Course
By Sarah O’Leary and Susan C. Styer, Illinois Mathematics and Science Academy
Introduction student perspectives and experiences that aid in
The Illinois Mathematics and Science Academy solving problems. Engaging all students in the
(IMSA), located in Aurora Illinois, is a public, three- classroom produces better-educated graduates
year residential high school for students who are with more highly developed cognitive skills.
academically talented in mathematics and/or science.
Students apply in their freshman year and are Regular feedback is another tenet of ST. Built into
chosen based on test scores and grades as well as the lesson, teachers continually assess whether
other accomplishments, such as extracurricular learning goals are achieved and if changes are
projects or performances. About 10-15% of the needed to improve instruction. This feedback also
sophomore class enters IMSA from the eighth grade. allows students to gauge their own progress on a
regular basis.
The sophomore program consists of three content-
based, one-semester core courses in biology, To replicate the practice of science in a classroom,
chemistry, and physics, and one methods-in- an ST course is designed to give students an active
science course. Sophomores take two science part in their learning. Active leaning can take many
classes per semester. About 80% of the forms, but ultimately requires students to be
sophomores have had a previous biology course. engaged through inquiry-based learning, cooperative
We offer a placement test and approximately 9% learning, and student-centered learning. Whether
place into a biology elective and the other 91% are taking a few minutes or an entire class period,
enrolled in the Scientific Inquiries - Biology (SIB) learners develop new knowledge and understanding
course (Scheppler, Dosch, Styer, & Rogg, 2005). based on something they worked on. Sarah O’Leary
([email protected])
The mission statement of IMSA is to “ignite and This constructivist approach requires that students
nurture creative, ethical, scientific minds that gain understanding by building their own
advance the human condition.” This corresponds knowledge (Treagust, Duit, & Fraser, 1996) and
with the recent reform movements in science not merely acting as passive recipients. For
education that emphasize the development of example, instead of a class period focused on
scientific habits of mind through student lecture only, students can be provided with some
engagement in the process of science (NRC, 1996). information and then asked to come up with
questions, investigate by means of a lab or
One program that focuses on developing scientific activity, or analyze data.
habits of mind is Scientific Teaching (ST),
developed by the Wisconsin Program for Scientific In a biology class, then, students might include
Susan C. Styer
Teaching (Handelsman, Miller, & Pfund, 2007). puzzle through case studies and pedigrees,
([email protected])
Students learning science through ST parallel the hypothesize about bacterial growth on different
practice of science. They are active in questioning, media, put complex cell processes in sequence, Sarah O’Leary and Susan C.
investigating, analyzing, and discovering. examine data to determine a causal relationship in Styer are members of the
gene regulation, or draw a concept map about Biology Faculty at the Illinois
When teaching focuses on scientific practices diseases and their underlying causes. Mathematics and Science
rather than facts, student learning and knowledge Academy. They invite your
retention increases. ST also models the collabora- Active learning can be done individually, in comments on Scientific
tive process of science by including a diversity of activities where students work alone and then put Teaching.
Spring 2010 17
their ideas together, or in groups, all of which take For analysis, we combined response categories 1-2
advantage of the benefits of the diversity of and 3-5, corresponding generally to rare vs. frequent
experience and perspective of their classmates. occurrences, because we were looking for broad
Immediate feedback from each other and the differences in the students’ classroom experiences in
teacher then help both the teacher and the students their previous schools as compared to SIB.
determine their progress and understanding.
Results and Discussion
One of our goals for the SIB course was to A one-tailed Mann-Whitney U test was performed
incorporate ST - active learning, diversity, and on the survey data. As shown in Table 1,
assessment - as much as possible. Students often responses for 31 questions about students’
say that the SIB course is different from any other previous science courses were significantly
class they were enrolled in before coming to different from their responses regarding SIB (p <
IMSA. In addition, in the first semester, they are 0.05), demonstrating that SIB has significantly
adjusting to the challenges of living away from more active learning, assessment, diversity, and
home, having more homework, and being student-centered classroom environment than
encouraged to learn more and think differently in what they had experienced before.
class than they are used to.
The differences in responses to questions on
We therefore wanted to take a closer look at what Active Learning in Table 1a show that the ST
specific differences exist between students’ approach in our course is significantly different
experiences in previous science classes at their home from students’ previous experiences for all but one
schools and SIB at IMSA in order to identify factors of the items. Students are asked to work closely
that make SIB unique and to identify areas for with their peers and to use each other as
change so that we can help make transitions easier. resources for questions and explanations. Since ST
puts some students out of their comfort zones, it
Materials and Methods may explain why some are reluctant to try con-
To make our survey we chose 34 questions that structing their own understanding or working with
were applicable to ST from the Constructivist other students.
Learning Environment Survey (CLES) (Fraser,
1998) and the Individualized Classroom When comparing the results between “Students
Environment Questionnaire (ICEQ) (Fraser, 1990). find out answers to questions from the text book
The questions specifically examine active learning, rather than from investigations” and “Students
diversity, assessment, and classroom environment discuss their work in class,” we see that many
and use Likert scale response categories from 1 to students are experienced in discussing their work
5 (1 = never; 2 = almost never; 3 = sometimes; 4 in class, but that fewer have used investigations
= often; 5 = always). We categorized the 34 to answer questions.
questions into four subsets: Active Learning,
Assessment, Diversity, and Classroom Assessments are a useful tool for teachers and
Environment; some questions fell into two of these students to determine if the necessary understand-
categories and those results are reported in both ings have been acquired. As shown in Table 1b,
subsets. See Table 1 for the survey questions. there were significant differences between previous
science courses and SIB. For example, students
IMSA’s Human and Animal Subjects Review identified that they were asked questions and
Committee approved the survey process before it expected to explain meanings of statements and
was administered to students. At the beginning of data more often in SIB than in their previous
the fall semester, 126 sophomores enrolled in SIB schools. Also, students responded that they more
completed the survey with respect to their last often helped the teacher assess their learning in SIB.
year’s science course. At the end of the semester, While many of our students come from demograph-
115 students responded with reference to SIB, ically diverse classrooms, the questions in Table
with numbers differing due to attrition. 1c were directed towards diversity of appreciation
18 NCSSSMSTJournal
and inclusion of varied perspectives, ideas, Table 1
questions, and learning styles through the activities a. Questions on Active Learning
and general environment of the classroom, as is P value
Students discuss their work in class <0.0001**
suggested in Scientific Teaching.
Students find out answers to questions from the textbooks rather than investigations <0.0001**
Students draw conclusions from information <0.0001**
Significant differences were found in how often
Students carry out investigations to test ideas <0.0001**
student ideas and suggestions were used in class,
Students find out the answers to questions and problems from the teacher rather
<0.0001**
how often students talked with others, and how than investigations
often they were told exactly how to do their work. Students are asked to think about the evidence behind statements <0.0001**
Encouraging students to share their perspectives Students are asked questions <0.0001**
can contribute to a better understanding of the Students carry out investigations to answer questions from class discussions <0.0001**
material for all learners involved. Students will be Students sit and listen to the teacher <0.0001**
Students explain the meaning of statements, diagrams, and graphs <0.0001**
more likely to share their ideas and take risks to
Students learn that science cannot provide perfect answers to problems <0.0001**
engage in discussion or unfamiliar activities if they
Students learn that science has changed over time 0.4761
feel their contributions are valued.
Students talk with other students about how to solve problems <0.0001**
Students explain their understanding to other students <0.0001**
Questions related to student experiences in the As a student, you ask other students to explain their thoughts <0.0001**
classroom environment are shown in Table 1d. As a student, you ask by other students to explain your ideas .002*
Students were less likely to be expected to do the The teacher lectures without students asking or answering questions <0.0001**
same work at the same time in SIB compared to b. Questions on Assessment
their previous experience. They were also less P value
likely to choose their own seats or partners. Students are asked questions <0.0001**
Students explain the meaning of statements, diagrams, and graphs <0.0001**
The teacher uses tests to find out where each student needs help 0.0001*
Because students are expected to construct their
As a student, you help the teacher to assess your learning <0.0001**
own knowledge in SIB, for example by working
with data to draw conclusions, there is more c. Questions on Diversity
flexibility in the pace and direction they take to P value
accomplish the content goals. Students discuss their work in class <0.0001**
Students work at their own speed 0.1131
Students choose their partners for group work <0.0001**
ST not only requires redesigning the approach to
Most students take part in discussions 0.0001*
what is done in the classroom but also redefining
Students are told exactly how to do their work <0.0001**
the interactions between class participants. Difference students do different work <0.0001**
Students reported that teachers in previous Students’ ideas and suggestions are used during classroom discussions <0.0001**
courses remained at the front of the room while Students talk with other students about how to solve problems <0.0001**
this rarely happened in SIB. Also, students felt Students explain their understanding to other students <0.0001**
As a student you are asked by other students to explain your ideas <0.0001**
more comfortable complaining when activities were
As a student you ask other students to explain their thoughts <0.0001**
confusing and asking for the rationale behind
learning certain material. d. Questions on Classroom Environment
P value
Students choose their own partners for group work <0.0001**
Implications for Our Teaching
Students are told exactly how to do their work <0.0001**
The survey results have implications for our
Students feel it’s ok to complain about anything that prevents them from learning0.0307*
teaching since understanding the previous
The teacher decides where students sit <0.0001**
classroom experiences of our students helps us The teacher talks to each student <0.0001**
facilitate their transition and adjustment. Our The teacher talks rather than listens <0.0001**
results show that our students were accustomed The teacher helps each student who is having trouble with the work 0.0516
to discussing their work in class but that they had The teacher remains at the front of the class rather than moving about and
<0.0001**
little experience in drawing conclusions from data. talking with the students
As a student, it is ok to ask the teacher “why do Ihave to learn this?” 0.0001**
Thus, if we find students are not communicating
As a student, it is ok for you to complain about teaching activities that are 0.0002**
well, we know we need to help them make their
Questions modified from the ICEQ and CLES. Questions have been divided into four categories:
conversations more productive.
a. Active Learning, b. Assessment, c. Diversity, and d. Classroom Environment. P values and
significance are shown comparing two administrations of the survey.
Spring 2010 19
References The pre-survey showed us that students were We developed a Biology Progress Plan outlining
Fraser, B. J. (1990). unfamiliar with explaining meaning and assessing specific steps that students were to follow:
Individualised classroom learning their own understanding, activities which occur writing up current approaches to the class and
environment questionnaire. frequently in SIB. This suggests we need to studying, recording their analyses about what was
Hawthorn, VIC: Australian develop ways to encourage ownership of learning successful and what was not, and creating a plan
Council for Educational Research. in SIB, taking responsibility to connect with their for future success. They were encouraged to write
teachers, peers, and others for help as needed. out explanations of material after each class
Fraser, B. J. (1998). Science period, do all available practice problems and
learning environments: One SIB strategy is to have students to write activities, gain feedback on their explanations and
Assessment, effects and deter- down their understanding of a process and then to practices, work with other students at help
minants. In B. J. Fraser & K. G. work with a partner to improve their work. Both sessions, and see their teachers on a regular basis
Tobin, (Eds.), International students are actively engaged with the material, for questions and discussion. Full participation also
handbook of science education evaluating their current level of understanding and included turning in practice writing and problems
(pp. 527-564). Boston: Kluwer creating more meaningful explanations. While consistently, seeing the teacher frequently,
Academic Publishers. initially challenging, students soon take ownership attending all help sessions, and following through
of their progress. These types of formative with all suggestions made.
Handelsman, J., Miller, S., & Pfund, assessments have been beneficial to the students
C. (2007). Scientific teaching. New and teachers to identify the level of understanding In general, students who fully participated in the
York: W. H. Freeman and Co. of the class, to correct misconceptions, and to plan improved their subsequent quiz scores by
promote different approaches to the material. better than 10%. This was larger than the
National Research Council (1996). increase (and sometimes decreases) of students
National science education Some responses indicated that SIB offers more who were encouraged to do the plan but did not
standards. Washington, D.C.: freedom and flexibility than students were used to participate fully. Even those who were not
National Academy Press. – choosing seats, working with others, and con- struggling were inspired by these improvements
Retrieved from: http://www.nap. tributing suggestions, and more likely to be told and decided to follow the plan as well. In later
edu/openbook.php?record_id=496 exactly how to do their work. Some students have semesters we have presented the Progress Plan to
2&page=R1 trouble with this kind of freedom since they are all students at the beginning of SIB. While not all
responsible for what they contribute, how they students follow through, it is now understood that
Scheppler, J. A., Dosch, D., Styer, work with a group, and even just what to do first. these are steps to take to learn and do well with
S., & Rogg, S. (2005). Student Guidelines and checkpoints can help students the material, and are not reserved as a “fix”
inquiry at the Illinois Mathematics manage these processes. Allowing students to intended for those who are struggling.
and Science Academy. In R.E work in groups for 5 to 10 minutes and then
Yager (Ed.), Exemplary science in bringing their conclusions and questions into a Since we believe even small changes in pedagogy
grades 9-12(113-124). Arlington, large class discussion helps keep groups on task. and class design can help students be more
VA: NSTA Press. engaged, we will continue to use the survey
Students indicated in that they interact with their information to help our students benefit from our
Treagust, D.F., Duit, R., & Fraser, teacher in SIB more than in their previous classes. ST-based SIB course. These changes encourage
B. J. (1996). Overview: Research This interaction is very important in an ST students to be more invested in and excited about
on students’ preinstructional classroom, so students need guidance on the science because their experiences better reflect
conceptions - The driving force for course content and on the transition and the inquiry, problem solving, and collaboration with
improving teaching and learning in adjustment to our teaching style. diverse perspectives that represent science.
science and mathematics. In D. F. Student interest and excitement, in addition to the
Treagust, R. Duit, & B.J. Fraser The knowledge we gained from these surveys and accumulation of facts and knowledge, may even
(Eds.), Improving teaching and observations we and other teachers made inspired make them more likely to pursue science in the
learning in science and us to put explicit steps in place to help students future (Handelsman et al. 2007).
mathematics(pp. 1-14). NY: struggling with the transition to SIB in terms of
Teachers College Press. active learning, collaboration, and reflection. These Acknowledgements
students were identified by their grades on the We thank Judy Scheppler and Don Dosch for their
The Wisconsin Program for first exam and through their work and activities in feedback and encouragement in this project.
Scientific Teaching. http:// and outside of class.
scientificteaching.wisc.edu/
20 NCSSSMSTJournal