A Review of Transformations, Approaches to College Science Teaching

doi:10.1128/jmbe.v12i1.305

Patricia Franklin
Piedmont Virginia Community College, Charlottesville, VA, E-mail:
pfranklin@pvcc.edu.

Transformations, Approaches to College Science Teaching; Deborah Allen and Kimberly D. Tanner; (2009). W. H. Freeman and Company, San Francisco, CA. 284 pages.

In this book, Allen and Tanner provide a helpful resource for educators (from high school to university-level) wishing to move towards the adoption of active learning strategies and away from the “uninterrupted lecture” format.

In Part I, an example of an active learning strategy for the large classroom setting is the structured question and response period: posing a question, asking students to write one minute papers, followed with short whole-class processing period, and ending with instructor feedback. As an instructor of general microbiology, I find that these approaches also encourage my students to begin posing their own questions. Another method is the use of multiple choices testing of pre-lecture concepts with Scantron sheets or a personal response systems. I was fascinated by the ”5E” learning cycle instructional model: engagement, exploration, explanation, elaboration, and evaluation in combination with cooperative learning groups in the class. Other techniques include problem-based learning (PBL) and case studies.

There are many accessible resources for instructors in each chapter of the book. Strategies such as “wait-time”, “deliberate silence”, “think-share”, and “one-minute papers” are valuable tools to add to our teaching and learning toolkit.

Part II includes common strategies for designing a course to provide a high-quality learning experience for students. Some questions addressed are: Is your course designed by one faculty member or a team? What is the “backward design model” and how does it differ from the “integrated course design model?” There are detailed examples of how to use Bloom’s Taxonomy and/or Problem-based Learning (PBL) with a side-by–side comparison of three analytical frameworks for formulating educational objectives. Also covered are the purposes and the various designs of grading rubrics, and how to analyze and report resulting information. For example, all instructors use some common assessment questions (and answers), and the data from these questions can then be used to analyze and assess student learning, understanding, and application of knowledge. K-12 science classroom assessment is also addressed, and methods used are contrasted with college-level approaches. There is in-depth description of concept mapping and a review of the science education standards for grades K-12, with discussion of their relevance to educational goals for higher education.

In Part III, a major question is posed: “How can I engage all of my students?” Here we get an explanation of the importance of student learning styles, cooperative learning beyond groups, and cultural competence (effectively teaching students who do not share a common personal or cultural background). Another section addresses “making science relevant” using the many forms of technology and resources available to emphasize the meaning of science in everyday life.

In Part IV, we are challenged to think about the question: “How can a university-level science researcher/faculty member continue their professional growth in science education?” Though teaching is our major role as a faculty member, we typically attend professional conferences in our research discipline. Why not also consider attending workshops and meetings that incorporate science education research? Another important topic in this section is the need to integrate pedagogical training into the graduate experiences of future science faculty. As an example, in the Virginia Community College System (VCCS) Chancellor’s Teaching Fellows Program, science graduate and post-doctoral students at the local universities gain valuable mentored teaching experience at our community colleges while pursing their Ph.D. or post-doctoral research. Both sides benefit and future educators learn how to teach more dynamically and effectively. Further, listing this experience on a curriculum vitae can make a difference when applying for future faculty positions.

In summary, Transformation, is a “must read” handbook for every K-12 science teacher and college- or university-level faculty member, at all levels of experience.

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JMBE
ISSN: 1935-7885

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Journal of Microbiology & Biology Education

A Review of Transformations, Approaches to College Science Teaching