Failings of Science Education

[jason]

Since I hope to be teaching 2 science courses next fall, Failings of Science Education drew my attention:

Thinking vs. memorizing. Steve Rissing, a biology professor at Ohio State University, presented results of
an experiment on teaching difficult topics in intro courses. Rissing used two different approaches to teaching students about working with enzymes, a topic on which he has previously been concerned about limited student learning. With one group, he used the traditional “cookbook method” — step-by-step instructions for a lab experiment. A second group was given only a very rough assignment — how to prepare enzyme solutions from a raw turnip — and wide latitude on what to do. When tested later on the key concepts, the second group fared much better. Rissing is applying these ideas with more assignments that encourage independent thought in intro courses, many of which require students to read The New York Times daily and to be prepared to discuss science issues raised that day.

It points back to problem-based learning and the social construction of knowledge, all over again.