Changing Science Teaching

Abstract

Faculty members need to adopt engaging teaching practices to improve students’ ability to understand science, according to a new report from the National Research Council (NRC). Otherwise, the report says, undergraduates will continue to leave classes confused about the fundamental science concepts they have been taught. “Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering” reinforces the value of moving from traditional lectures to new ways of teaching to improve how students learn. The NRC report released last week says faculty who make their lectures interactive, have students work in groups, and use real-world examples are more successful at teaching key scientific concepts. The report points out areas where education research is needed, including long-term retention of knowledge and teaching of interdisciplinary concepts. The recommended teaching strategies have been known for a decade or more, but the problem has been convincing faculty ...