Hello and
Happy Halloween! My name is Ashley and I
am a 6th year PhD candidate in the Genetics department. I came
across a great video that takes you inside an active learning classroom at the
University of Minnesota and I wanted to share it with you!http://www.youtube.com/v/lfT_hoiuY8w?autohide=1&version=3&attribution_tag=4dqkMYubkhLg3WJpy7ZprQ&autoplay=1&feature=share&showinfo=1&autohide=1
Still to
this day most science classes are lecture-based and rely on
transmission-of-information. This traditional way of teaching is not always
effective in fostering critical thinking or scientific reasoning. There has been a new push to reform science
classroom dynamics to include active learning strategies and to engage students
in the scientific process. Concept laboratories,
or active learning classrooms, as shown in this video are a wonderful example
of how a science classroom can be transformed.
There is
growing literature that shows active learning strategies in the science
classroom reaches diverse students and achieves better results than lecture
along. Why then hasn’t there been a
rapid movement at universities to revamp the science classroom? It is possible that professors are unaware of
data that demonstrate the effectiveness of active learning strategies. It is also possible that professors are
intimidated by the challenge of learning new techniques and the time it would
take to implement these changes. In any
case, it is important that we, as the next generation of teachers, recognize
this challenge and hit it head on.
Reforming
science education may not only benefit science majors, it may also help send
nonscience majors into society knowing how to ask and answer scientific
questions. By participating in a concept laboratory, all students will be capable
of confronting issues that require analytical and scientific thinking. In addition, as noted by several students in
the video, this type of classroom environment facilitated teamwork and peer
learning. Instead of passively listening
to a professor lecture, these students were working actively and collaboratively
to solve problems and answer questions. Dr. Wright, the professor in the video,
also noted that she is able to more easily interact with small groups of
students and observe how the students use technology and discussion to come up
with quality solutions to problems.
As an
aspiring science professor, I hope to contribute to the reformation of science education
and I challenge you all to do the same!
