Introduction

      The benefits of cooperative learning (CL) for undergraduate science students are well documented (National Institute for Science Education - College Level One 1997; Springer, Stanne et al. 1999; Lord 2001) .    CL improves student achievement and enhances student enjoyment of and attitudes toward learning science (Springer, Stanne et al. 1999; Lord 2001) .  These benefits have lead to an increased interest in CL among college science instructors, and practical guidance for implementing CL is widely available (National Institute for Science Education - College Level One 1997; Johnson, Johnson et al. 1998; Millis and Cottell 1998; Johnson and Johnson 2003) . 

 

      CL works because it is active, student centered, and social (Johnson, Johnson et al. 1998) .    A CL activity might involve reading, writing, planning experiments, designing questions, or solving problems.  Throughout, students are required to work together to ensure each other’s understanding of the content. This multi-layered approach toward student interaction with the content improves understanding and retention.  Since CL shifts emphasis from the instructor to the students, students have opportunities to build social support networks and to learn and practice many social skills, such as leadership, communication, inquiry, and respect for diversity (Lord 2001) .   The development of social relationships and skills helps students build confidence as learners and to build trust in their teammates.  This leads to improved attitudes toward the subject and often to the retention of underrepresented populations in science programs. 

 

      Social skills, often also called transferable skills, “real-life” skills, teamwork skills, or interpersonal skills, are the strategies and behaviors people use to promote success while working within a group (Johnson, Johnson et al. 1998) .    These skills, however, are sometimes neglected in college courses, even those that use CL.  Instructors sometimes assume social-skills are learned passively and choose to not take time away from course content.  While it is possible for students to develop social skills in the context of small group activities, the skills need to be emphasized for students to recognize the value of learning and practicing them (Overton 2003) .  Social skills, like any other skill, require conscious definition, practice, assessment and refinement for skill mastery (Johnson and Johnson 2003) .  Although college students have accumulated many social skills though a lifetime of educational and recreational activities and relationships, they may not know how to apply these skills in a professional environment.

 

      The objectives of this project were 1.) To determine if purposefully emphasizing social skills would improve small-group function, classroom atmosphere, and student learning and attitudes.  2.) Design tools any instructor could use to facilitate social skill development, and 3.) Develop tools for assessing small group function and social skills proficiency.  

 

Methods

      This project has occurred in three main phases:  1. Designing the social skills activities 2. Testing the skills activities, 3. Disseminating the activities. 

Designing the social skills activities

 

      Thirteen social skill-building activities, or skills stations, were developed for an introductory biology laboratory course.  The activities were designed to teach, or remind, students of the social skills required for effective small group work (Table 1).  The skills were chosen based on conversations with the introductory biology faculty about the social skills needed by their students.   The activities were designed based on the Johnson and Johnson (1998; 2003) model for social skill-building in cooperative learning courses.   To be well integrated into the labs the activities needed to:

·         be short, modular, and easily adaptable.

·         emphasize accountability and interdependence within small-groups.

·         include group processing.

·         be easy for instructors to use without formal training in cooperative learning techniques.

·         include teaching notes with examples and suggestions.

 

 

Table 1.  Social Skill Stations Included in the Biology 101 Laboratories

     

Testing skills stations

The skills stations were tested in four sections (32 students each) of Biology 101 laboratory.  These sections were taught by the same instructor.  In two sections he used the group skills, and in two he did not.  Each section was divided into eight groups of four students each.  These lab-groups were instructor assigned and permanent for the duration of the semester.  The lab-groups worked together to complete each week’s lab.  I observed all of his sections periodically over the semester to monitor the quality of the group interactions.  I collected data on student grades, attendance, and student responses to questions asked in the group skills activities.  All students were also administered a pre- and post-semester survey that assessed their understanding of science and their attitudes toward learning biology.

 

Three other Biology faculty members also used the skills stations in Biology 101 (Fall 2003); serving an additional 190 students.  Each instructor had different criteria for grading the lab sessions, but all required the groups to work together.  I met regularly with the instructors to discuss the use of each group skill station, address questions, and receive feedback.  Instructor comments about the skills stations were the basis for altering the content of the stations for Spring 2004 semester. 

 

Results

Does emphasizing social skills improve students’ attitudes or learning?

• Not in this study.  Overall student grades on tests, exams, and quizzes were similar regardless of whether social skills were discussed or not.   However, grades and surveys may not provide adequate resolution of the value of these activities on student learning and attitudes. 

 

Does emphasizing social skills alter group function or classroom atmosphere?

·         Yes, based on classroom observations and discussion with faculty, there are differences between classes used the social skill stations and those that did not.

–        Groups trained in social skills:

•          Completed labs faster

•          Used a  “Divide and Conquer” strategy – well organized

•          Had less inter-group conflict

•          Were less frustrated with lab tasks

•          Discussed lab content within group

•          Worked more independently

–        Students understand why group work is used

–        Students don’t trust each other with their learning

 

•          Introductory Biology instructors have noticed the skills stations:

–        Provide opportunities to address classroom issues

•          e.g. Professional behavior

–        Help identify and mediate dysfunctional group issues

–        Facilitates using cooperative learning

–        Changes the classroom atmosphere

•          Student-centered

•          Learning-oriented

 

Student quotes about group-work:

      Positive Comments

•         “We also get along fine and sometimes even laugh during the most boring and dull moments.”

•         “We are able to share ideas without being called cheaters”

•         “I like working in our group because I would never be able to figure out any of this with out the help of my group workers.  I think that combined it’s a security thing.”

•         “I personally love working in my group because right now I’m not doing too hot and they are really helping me out a lot.”

 

Negative Comments

•         “We are always a step behind what I could have been without the group following me”

•         “You are depending on that person being there every day.  If you were working by yourself then you would always be there.”

•         “What I dislike about being in a group is that I have to show everyday.  If I don’t then I let my group down.”

•         “I don’t like is that sometimes one person gets lost in the shuffle.”

•         “We don’t want to do any more of the small charts (t-charts)”

 

Instructor Comments:

•         “With one exception, all of my groups are working well”

•         “There seems to be good camaraderie among the groups”

•         “Formally including the skills helps remind the students how to work in groups”

 

Other outcomes:

•         Rubric for Assessing Small-Group Function

–        How well are your small groups operating?

•         12 Social Skill Building Modules for Improving Group Work in the Classroom

•         A Skills Web Site

–        To share skill building modules

–        Developing skills stations for many types of transferable skills

•         Trust

•         Study Skills

•         Writing Skills

•         Group Communication

•         Diversity Appreciation

•         Critical Thinking

•         Time Management

•         Poster presentation at the American Society for Microbiology Undergraduate Research Conference

•         More Questions:

–        How do the social aspects of group work influence student learning?

–        How can we assess social skill development

–        Do social skills taught in General Education Biology transfer to other courses/future work?

 

Conclusions

      Social skills are a necessity for successful cooperative learning groups.  We have developed several short skill-building stations to encourage students to learn, discuss, and practice social skills.  Overall, the stations improved small-group relationships and helped instructors facilitate cooperative learning.  If and how these activities impact student grades and attitudes could not be determined.  However, course performance may not be the best indicator of the value of consciously including social skills development in the classroom. 

      A better measure may be the quality of the small group interactions.  A rubric for evaluating small group proficiency has been designed based on classroom observations and recent literature.  Instructors and students can use the rubric to identify the skills their groups need to develop to become highly effective teams. 

      The skills stations provide opportunities for students to practice transferable skills in a supportive atmosphere.   The overt inclusion of social skills in the curriculum can help students to recognize the value of these skills to their success in college and beyond. 

 

“I honestly believe that each lab required group cooperation in order to finish the lab.  Being in a group requires you to take on responsibility for yourself and your group mates.” -- student quote

 

 

References

 

Johnson, D. W. and Johnson, F. P. (2003). Joining Together: Group Theory and Group Skills. Boston, MA, Pearson Education, Inc.

Johnson, D. W., Johnson, R. T., et al. (1998). Cooperation in the Classroom. Edina, MN, Interaction Book Company.

Lord, T. (2001). "101 Reasons for using cooperative learning in biology teaching." The American Biology Teacher 63: 30-38.

Millis, B. J. and Cottell, P. G. (1998). Cooperative Learning for Higher Education Faculty. Phoenix, AZ, The Oryx Press.

National Institute for Science Education - College Level One (1997). Collaborative Learning, Small Group Learning Page, University of Wisconsin-Madison.

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 S. Marshall. Sterling, VA, Kogan Page Ltd.: 255-277.

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 69: 21-51.

 

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