Scientific Teaching

Jo Handelsman

Yale University

Goal of the HHMI Program for Scientific Teaching

•To change the way science is taught nationwide

•To increase the diversity of students in science

Reasons For Change• Widespread scientific illiteracy • Inability of science students to engage in

conceptual & analytical thinking • Poor retention (10-20% lecture content)• Exit of students from college science (biology

majors ~60%)• Greater loss of certain ethnic minorities• Long term lack of persistence of women in

academic science

A Tiny World

• the learning should be active

• the content should capture the nature of science and the scientific endeavor

• the teaching should reflect the rigor, iterative nature, and spirit of discovery of science at its best

• the students should capture the strength of diversity

Scientific Teaching

Handelsman et al., 2004 Science 304:521-522.

History of Active Learning• Plato

• John Dewey – “students are not

empty vessels to be filled….”

• David Ausubel – constructivism– learning is a process of adjusting our

models to accommodate new information– knowledge is constructed, not absorbed

Scientific Teaching in Practice

Active learning• Students must be engaged in the process of

science

Assessment• Need to determine whether methods work, not

assume they will

Diversity• Science depends on contributions from diverse

people for creativity – so should teaching

Scientific Teaching in Practice

Active learning• Students must be engaged in the process of

science

Assessment• Need to determine whether methods work, not

assume they will

Diversity• Science depends on contributions from diverse

people for creativity – so should teaching

Active learning in the classroom

Students contribute and act– Students solve problems– Student think, discuss, and question

Inquiry-based learning– Students ask questions and answer them– Students engage in the process of science

Assessment- Determine whether students are learning- Provide opportunities for students to assess their own

learning

Cooperative/group learning– Students work in groups– Teacher is facilitator

Active Learning Works

• Helman and Horswill, 2002– 10% increase in exam scores

• Sivan et al., 2000– Enhanced ability to be “self-managed

learners”– Enhanced critical thinking skills

Cooperative Learning Works

• Deutsch, M. 1949 Coop learning fosters:

interdependence, achievement pressurehigher productivity, more ideas

• Okebukola, P.A. 1984 1,025 9th graders

Cooperative mode--intellectual achievementCompetitive mode--practical lab skills

• Johnson, D.W. et al. 1981 -- 122 studies

Cooperative = higher achievement higher order thinking

• Swisher, K. and others in the 1990s

Cooperative learning = higher achievementNative Americans (Navajo, Cherokee)African AmericansFemale Americans

Figure 2. Mean change scores on spring 1993 concept test, by question. Error bars represent one standard error (*p<0.05; **p< 0.01; ***p<0.001; n.s. p> 0.05).

Active Learning in Developmental Biology

at U Colorado

From: “Teaching More by Lecturing

Less” Jennifer K. Knight and William B. Wood Cell Biol Educ 4(4): 298-310 2005

With “clickers”

•Learning gains increased 9%

•Increase greatest for best students

•Increase greater for women than men

Example of Active Learning

Identify misconceptions in

A Tiny World

Scientific Teaching in Practice

Active learning• Students must be engaged in the process of

science

Assessment• Need to determine whether methods work, not

assume they will

Diversity• Science depends on contributions from diverse

people for creativity – so should teaching

Human diversity leads to…..

• Better academic experience (Milem, 2001)

• More feasible and effective solutions to problems (Cox, 1993; McLeod, 1996)

• Better, more defensible decisions (Nemeth, 1985; 1995)

• More innovation in teams (Kanter, 1983)

• Best teams in science and theater (Science, 2005)

Cognitive and Learning Styles

Cognitive style

Process of thinking, perceiving, and remembering (McFadden, 1986)

Cognitive and Learning Styles

Cognitive style

Process of thinking, perceiving, and remembering (McFadden, 1986)

Learning Style

Preferred way to learn (Gregorc, 1979)

Behaviors associated with learning (Kocinski, 1984)

Cognitive Style Assessment

http://www.berghuis.co.nz/abiator/lsi/lsiframe.html

http://www.ncsu.edu/felder-public/ILSpage.html

Diversity in the Classroom

• Accommodate diverse cognitive and learning styles with diverse methods

• Examine unconscious bias to minimize its impacts

HHMI Fellows Program

HHMI Teaching Fellows“Scientific Teaching”

Instructional Materials

Develoment

MentorUndergrad Research

Project

Instructional Materials Development

• Develop materials – “teachable unit”

• Use peer review to improve

• Test in classroom

Teaching Fellows -- Classroom Teaching

Self-reported skills and knowledge

Skill Before After P-value

Develop instructional materials

2.2 5.0 <0.0001

Reflect on teaching with rigor

2.5 5.0<0.0001

Teach biology 3.4 4.9 <0.0001

Develop learning goals that reflect nature of science

2.8 5.0 <0.0001

Teaching Fellows -- Classroom TeachingSelf-reported skills and knowledge

Skill Before After P-value

Include active learning 2.5 5.0 <0.0001

Include assessment

2.6 4.9 <0.0001

Reach diverse students

2.7 4.9 <0.0001

Create inclusive classroom

3.0 4.9 <0.0001

Evaluation of quality and quantity of presentation from PRE and POST teaching philosophies of 2006 Teaching Fellows.

Teaching Philosophy Scoring Category

PRE POST PRE-POST p=

Definitions of Teaching and Learning 2.2 2.7 0.015

View of the Learner 2.1 2.7 0.007

View of the Teacher 2.6 2.9 0.009

Goals & Expectations of Student-Teacher Relationship

2.2 2.6 0.029

Teaching Methods 2.1 2.5 0.048

Learning Assessment 1.6 2.1 0.057

Professional Development 1.8 1.9 0.736

Organization of the Statement 1.9 2.7 0.001

National Academies Summer Institute on Undergraduate Teaching

in Biology

• Supported by HHMI• Collaboration among NAS,

HHMI, UW, and Yale• Co-directed with Bill Wood

Design teachable units

Learn assessment techniques

Use peer review and iterative improvement process

NAS Summer InstituteSince 2004…..

256 faculty and staff 91 research I universitiesteach over 100,000 undergraduates annuallynumerous teaching publicationssignificant gains in skills and confidencegains persist 1 and 2 years post SI

Acknowledgments

• Jim Young• Sarah Miller• Chris Pfund• Christine Pribbenow• Adam Fagan and Jay Labov• Peter Bruns

Howard Hughes Medical Institute

HHMI Program for Scientific Teaching

Producing a new generation

of scientific teachers

http://www.scientificteaching.wisc.edu