Preparing High School Students for College Science Classes

Abstract

What do high school graduates need know and be able do be successful in college science courses? This was the topic of an enthusiastic panel during NABT's 2008 National Conference in Memphis. The panel consisted of professors and high school biology teachers. Each member of the panel provided his/her point of view on the topic and then questions were solicited from the audience. Several themes emerged as what college professors look for in freshmen and what high school teachers say about the preparation of their science students. First, college professors want students who are problem-solvers and are able to think their way out of a brown paper bag. Merely memorizing information does not adequately prepare students for the rigors of college life where deciphering, interpreting, and reasoning of biological information is critical success in science courses. Those high school teachers providing real-life scenarios focusing on biological concepts afford the opportunity for greater understanding in their students. These scenarios allow students the opportunity apply their knowledge of concepts in a practical, thoughtful manner. For example, when high school students are confronted with a land use problem and are encouraged use ecological concepts (such as carrying capacity, immigration and emigration, and population growth), they must work with these concepts firsthand rather than learn them passively. During their initial biology course in college, the students recall these scenarios assist them in deepening their knowledge of the concepts. If students do not actively work with concepts in high school, then the college courses can be a frustrating experience because the concepts learned in high school are one-dimensional. The use of problem-based learning during high school science courses also facilitates the students' ability grapple with the concepts addressed during the college science experience. Problem-based learning focuses on a scientific problem, such as the use of DDT worldwide, the advantages and disadvantages of cloning, the decisions made for organ transplantation, and issues surrounding forensics. Problem-based learning supports John Deweys idea that true learning is based on discovery guided by mentoring rather than transmission of knowledge. (Boyer, 1998, p. 15). Problem-based learning provides students with the chance apply their concept knowledge a relevant issue in science, work cooperatively in teams, enhance communication skills, and think critically in analyzing complex problems. Second, high school students engaged in inquiry understand the nature of science as well as procure a more in-depth knowledge of key concepts in biology. Sadler and Tai (2001) found that students participating in high school courses examining fewer concepts in more depth as well as working meaningful problems and engaging in labs performed much better than students whose teachers sped through more concepts in a textbook-centered, teacher-driven class. More and more university science courses are converting being inquiry based and using active learning strategies (Knight & Wood, 2005; Udovic et al., 2002). Students engaged in inquiry experiences are more likely be drawn careers in science. As a result, these students complete college science courses in greater numbers than non-inquiry based students (Gibson & Chase, 2002). Third, high school teachers who assist their students in study skills, knowledge acquisition, and the ability think divergently provide a more solid base for success in science courses at the college level. Promoting activities that foster creativity, questioning, and wonder facilitate students' interest in science as opposed students' seeing science as a discipline consisting of unrelated facts stacked in an innocuous manner. Time management is an issue for many college freshmen. …