The Problem
Evolution of Science Education Science classrooms are changing. Students once attended lecture to hear a professor speak or attended lab to perform “experiments” that arrive at pre-determined outcomes. Now, educators are replacing traditional lectures and laboratories with active learning strategies such as Cooperative Learning, Problem-Based Learning, Case Studies, Team Learning, and Just in Time Teaching. Active learning has clear benefits. Studies show that an active classroom enhances student retention in science disciplines, improves attitudes toward science, and increases student learning (see citations below). Active strategies accomplish this by placing greater responsibility for learning on the student. Just as you need skills to be an effective educator, your students need to develop skills for learning in an active classroom. Unfortunately, most students lack the skills necessary for success in the new learning environments. The Problem Take a minute and think about what skills you wish your students had. If your students are anything like ours, they arrive on campus lacking the study skills, motivational skills, and time management skills to be successful scholars. Many do not perform to their abilities because they lack these skills. As they progress through school, students also need advanced social skills, critical thinking skills, and information management skills to become independent, lifelong learners. Unfortunately, science courses often fail to address skill development. Many instructors feel that making time for skills takes time away from course content. Others recognize the importance of skills, but take a passive approach. They hope that students learn skills, but don’t have a formal way to introduce or teach skills. What we need is a method that addresses skill deficits in the science classroom-one that doesn’t take much time, and can be tailored to individual courses. Ideally, the method would be flexible, changing as students develop skills. The technique should be tested-shown to help students develop the academic, social, and study skills that lead to success in the active science classroom. Finally, students would recognize when skills are obtained so they are practiced and valued for their transferability to the workplace. One
Solution Skill stations meet these needs. Go next to What are Skill Stations? Further
Felder,
R.M. (2003). Designing
and Teaching Courses to Satisfy the ABET Engineering Criteria. J.
Engr. Education, 92(1), 7-25 (2003). Lord,
T. (2001). 101 Reasons for using cooperative learning in biology teaching.
The American Biology Teacher 63:
30-38. Overton,
T. (2003). Key aspects of teaching and learning experimental sciences
and engineering. A Handbook for Teaching and Learning in Higher Education.
H. Fry, S. Ketteridge and Springer, L., Stanne, M. E., et al. (1999). Effects of
cooperative learning on undergraduates in science, mathematics, engineering,
and technology: A meta-analysis. Review of Educational Research
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