Some discussion list subscribers may be interested in a recent
"Science" article titled "Scientific Teaching" by Handelsman et al.
(2004). For reports on this article see Reuters (2004) and HHMI News
(2004).
The introductory paragraphs read [bracketed by lines "HHHHHHHHHHHH. . . . ."]:
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
Since publication of the AAAS 1989 report "Science for all Americans"
[AAAS (1989)] commissions, panels, and working groups have agreed
that reform in science education should be founded on "scientific
teaching," in which teaching is approached with the same rigor as
science at its best [AAAS (1990)] Scientific teaching involves active
learning strategies to engage students in the process of science and
teaching methods that have been systematically tested and shown to
reach diverse students [SOM (2004)].
Given the widespread agreement, it may seem surprising that change
has not progressed rapidly nor been driven by the research
universities as a collective force. Instead, reform has been
initiated by a few pioneers, while many other scientists have
actively resisted changing their teaching. So why do outstanding
scientists who demand rigorous proof for scientific assertions in
their research continue to use and, indeed, defend on the basis of
the intuition alone, teaching methods that are not the most
effective? Many scientists are still unaware of the data and analyses
that demonstrate the effectiveness of active learning techniques.
Others may distrust the data because they see scientists who have
flourished in the current educational system. Still others feel
intimidated by the challenge of learning new teaching methods or may
fear that identification as teachers will reduce their credibility as
researchers [SOM (2004)].
This Policy Forum is needed because most scientists don't read
reports but they do read "Science." In addition, reports generally do
not offer a guide to do scientific teaching, as we do with supporting
online material [SOM (2004)].and table (see page 522). We also
present recommendations for moving the revolution forward.
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
"The academic area is one of the most difficult areas to change in
our society. We continue to use the same methods of instruction,
particularly lectures, that have been used for hundreds of years.
Little scientific research is done to test new approaches, and little
systematic attention is given to the development of new methods.
Universities that study many aspects of the world ignore the
educational function in which they are engaging and from which a
large part of their revenues are earned."
Richard M. Cyert, former president of Carnegie Mellon Univ. in
"Problem Solving and Education: Issues in Teaching and Research,"
ed. by D.T. Tuma and F. Reif (Lawrence Erlbaum, 1980)
REFERENCES
AAAS. 1989. "Science for all Americans: A Project 2061 report on
literacy goals in science, mathematics, and technology," American
Association for the Advancement of Science; a description is at
<http://www.project2061.org/tools/sfaa/default.htm>: "Science for All
Americans" presents a unified vision of science literacy that serves
as a basis for discussions of the skills and knowledge that our
nation's students should have."
AAAS. 1990. "The Liberal Art of Science,"American Association for the
Advancement of Science. See also AAAS (2004).
HHMI News. 2004. "Bye-Bye Bio 101: Teach Science the Way You Do
Science," Howard Hughes Medical Institute, online at
<http://www.hhmi.org/news/042304.html>: "University science education
needs reform, and effective methods are already known. Yet for years,
many scientists and educators have actively resisted changing their
teaching methods. Now, a group of persistent reformers is raising
scientists' awareness of successful approaches to science teaching
and providing them with tools to implement those strategies in their
own classrooms and institutions."
Reuters. 2004. "College Science Classes Are a Bore, Report Says" 22
April; online at
<http://story.news.yahoo.com/news?tmpl=story&cid=570&ncid=753&e=4&u=/nm/20040422/sc_nm/science_classes_dc>:
"Dr. Robert Beichner, a professor of physics at North Carolina State
University, and colleagues said educators were still not aware that
there are better ways to teach science. . . . If schools start to
make the changes, they said, society will benefit as more and more
graduates will be scientifically literate -- even if they do not go
into the sciences themselves, Beichner and colleagues predicted."