Improving the Scientific
Literacy of All Students:
Using Team-Taught
Interdisciplinary lab courses
Amy Jessen-Marshall, Ph.D.
Department of Life Science
Otterbein College,
Westerville Ohio, USA.
Goals:
It is increasingly important in today’s global society
for all students, including non-science majors, to
become scientifically literate and understand the
processes and limitations of science. Models of
General Education vary, often including introductory
majors courses as options for non-majors to meet
science requirements, however creative course
models designed for all students with an emphasis on
problem solving and scientific methodology are
offered as a successful alternative.
Goals:
This breakout session will discuss and share
innovative practices and ideas to improve
scientific literacy through team-taught
interdisciplinary lab-based courses within an
Integrative Studies core curriculum.
Topics for discussion:
• What models for course design are
most successful in developing scientific
literacy for non-science majors?
Topics for discussion:
• How can you organize general
education science courses to meet the
needs of majors and non-majors in
science?
Topics for discussion:
• What themes or content areas are most
important to develop scientifically
literate citizens?
Topics for discussion:
• What are the pros and cons of teamteaching interdisciplinary science
courses?
First questions:
• Is science literacy important for all students?
• Why?
• Educated society
• Consumer issues
• (quantitative literacy)
• Journalism/news
• (Critical evaluation)
• Voters
• (Support for science in politics)
• (NSF funding)
• Jury of peers
• Science is COOL!
First questions:
• Outcomes of science education different for
major vs non-major?
• What are the learning outcomes?
•
•
•
•
Basic content knowledge
Application of scientific method
Critical evaluation of data
Appreciation for science as
a mode of inquiry?
• Others?
• What models for course design are
most successful in developing scientific
literacy for non-science majors?
• Existing models and curriculum
– New?
– Adaptations of existing curriculum?
Model 1:
• Introductory majors courses
• General Distribution requirement
– Biology/ Chemistry/Physics/ Earth science
• Content driven
• One field of exposure
• Message to non-majors?
– Lab component
• Positive!
• Focus on method (hopefully)
Model 2:
• Courses specifically designed for nonmajors
– Watered down majors courses?
– Topical courses?
• Majors exempt from these courses?
– Value to majors as well as non-majors?
Framing:
• Otterbein College- Westerville Ohio,
Liberal Arts and Professional ProgramsComprehensive School.
• Enrollment 2200 Undergraduates, 1200
Continuing Studies and Masters
students
• General Education Program: Integrative
Studies. (Core curriculum)
General Education Models:
• General Distribution requirement
– Two Year
– Four Year
• Core curriculum model
– Two year
– Four year
– Often thematic- goal is often more interdisciplinary
• Otterbein: Integrative Core Curriculum
Otterbein’s Science Curriculum:
Pre and Post revision
•Ten “liberal arts” courses required through our
Integrative Studies program.
• This includes two IS courses in the sciences.
• Pre 2004
•Traditionally taken in the junior and senior years.
• Class size has averaged between 60-100 students
• Taught by one professor, in a largely lecture format
• No formal laboratory experience required.
Otterbein’s Science Curriculum:
Pre and Post revision
The Science Division at Otterbein decided to reform
our non-majors science curriculum within our
general education program (Integrative studies) Post 2004
We noticed a dichotomy in how we taught science.
Department mission for Life Science:
• Focus on scientific method.
• Engage student in the process of science through active inquiry.
• Create a community of scientists.
• Create scientifically literate citizens.
Why aren’t we applying this to all students?
Why just our majors?
Learning outcomes for majors and non-majors the same?
Where we started:
Specific goals for new Integrative Studies science courses:
Shared with Majors courses:
• Focus on scientific method.
• Engage student in the process of science through active inquiry.
•
Create a community of scientists.
• Create scientifically literate citizens.
Unique to Integrative Studies courses:
• Reduce anxiety
• Focus on science as a “way of knowing” (Mode of inquiry)
• Team teach courses with an interdisciplinary/multidisciplinary
focus.
Is science too hard?
Rosalind Franklin
Watson and Crick: Structure of DNA
Not meant to be pedantic statement.
(Common complaint of IS science courses
And premise of Emerti chemistry professor)
Is science harder than other subjects to learn?
Where does the perception that science is “hard” come from?
Studies on science education date back as far as you care to look.
As a group, you can’t deny that scientists like to gather information
and make comparisons. We generate questions and test them.
We have a tendency to “analyze” things.
As a result, scientists, and science educators have studied and written
a lot about why people outside of the sciences think
Science is so “hard”.
Louis Farian:NSF
June 2002
But is it unlearnable and should we give up?
What do we know?
1.
Students have anxiety/avoidance/phobia about science,
particularly concerning math.
Sheila Tobias has written since the 1980s about the impact
of Math anxiety on students perceptions of science.
Tobias, S. (1985) “Math anxiety and physics: Some thoughts on learning 'difficult'subjects”.
Physics Today, Vol. 38 Issue 6, p60
Tobias, S., (1990) “They're Not Dumb. They're Different”.
Malcom, S. M., Ungar, H., Cross, K. P., Malcom, S., (eds). Change, Vol. 22 Issue 4, p11-30
And to make matters worse, Bower in (2001) reported
that Math fears can actually subtract from memory and
learning.
Bower, B. (2001) “Math fears subtract from memory, learning”. Science News, Vol. 159 Issue 26, p405
Educators in physics have studied anxiety related to this discipline
and found math phobia a major indicator.
Tuminaro, J., Redish, E.F., (2004) “Understanding students’ poor performance on mathematical problem
solving in physics”. AIP Conference Proceedings, Vol. 720 Issue 1, p113-116
Redish, E. F., Steinberg, R. N. (1999) “Teaching Physics: Figuring Out What Works”.
Physics Today, Vol. 52 Issue 1, p24
Laukenmann, M., Bleicher, M., Fub, S., Gláser-Zikuda, M., Mayoring, P., von Rhöneck, C., (2003)
“An investigation of the influence of emotional factors on learning in physics instruction”.
International Journal of Science Education, Vol. 25 Issue 4, p489
Anxiety not as profound in Biology, but for non-majors
certainly still a factor.
Leonard, W.H., (2000). “How do College Students Best Learn Science?”
Journcal of Computer Science and Technology . May pp. 385-388.
Mallow, J.V. (1986) Science Anxiety, Fear of Science and How to Overcome It. FL, H and H Publishing.
2. Students bring misperceptions about science into the classroom.
•Students tend to approach science as a fact based field that needs
to be memorized, and the language is too foreign.
Content, not process is stressed.
“By stressing the process of scientific
inquiry, labs impart the content of
science in a manner that is relevant
to students, increasing the probability
that students will come to understand
science as a way of knowing.”
Carolyn Haynes, p187,
Innovations in Interdisciplinary Teaching,
2002, American Council on Education, Oryx Press
• Students tend to bring information from earlier experiences into
the classroom, that is very difficult to “unlearn.” This sets up
blocks to accepting different information.
Michael, J. (2002) “Misconceptions—What students think they know”.
Advances in Physiology Education, Vol. 26 Issue 1, p5-6
Modell, H., Michael, J., Wenderoth, M.P., (2005)
“Helping the Learner To Learn: The Role of Uncovering Misconceptions.”
American Biology Teacher, Jan2005, Vol. 67 Issue 1, p20-26
Example: Evolution is defined as “Survival of the Fittest”
The strongest, and fastest survive.
True or False?
False: Evolution is gradual change over time.
The mechanism of evolution is Natural Selection.
Natural selection shows that those individuals
most capable of leaving offspring are the most
“reproductively fit.” Not necessarily the strongest
or fastest.
3. Students bring different skills and histories to the classroom.
In Cross and Steadman’s “Classroom Research,”
a discussion about students prerequisite knowledge and learning
strategies points out that students may be quite successful
in one discipline, yet not have the skills to cross that divide
into a different discipline.
Cross, K.P. and Steadman, M.H. (1996)
Classroom Research, Implementing the Scholarship of Teaching, San Francisco, Jossey-Bass.
This raises the very important point, that it is not that general
concepts in Science are “Harder” than other subjects, it’s that
science is “Different” than other subjects.
•Students may not have the skill set, or the mindset to see
that difference.
•They get trapped in memorization of unrelated facts
•They fear the use of math.
•They set themselves up for frustration.
So… what can we do?
Goals of new science courses:
1. Introduce science into the Integrative studies curriculum earlier.
(Move one required course to the sophomore year.)
Rationale: Reduce science anxiety by modeling that science is not
so “Hard” that a student can’t handle learning college science until
their upper level years.
2. Introduce inquiry based labs into each course.
Rationale: To refocus student learning from fact based science to the
METHOD of science focusing on the principles of scientific inquiry
3. Team teach courses with faculty from different scientific disciplines.
Rationale: Model how the scientific disciplines approach
related problems from different perspectives and with different
techniques. We want our students to discover that science method is
universal, and that scientific theories are even stronger when
evidence is available from several fields of study.
Key point:
•Non-majors won’t have the opportunity to experience multiple fields
of science if we are using Introductory Majors courses as the way to
fulfill science requirements.
•Students end up with a small sampling of content in one
field, where the level of content is designed for majors.
•Interdisciplinary courses• Model how the scientific disciplines approach
related problems from different perspectives and with different
techniques.
• Science method is universal
• Scientific theories are even stronger when evidence is available
from several fields of study.
How can you organize general education science
courses to meet the needs of majors and nonmajors in science?
Value for Majors to experience this too?
We think soIntegrative Studies science courses are also
required for science majors.
Courses offered to date:
•Origins (Paleontology/ Molecular Biology)
•The Atom (Chemistry/ Physics)
•Why sex? (Ecology/ Molecular Biology)
•Exobiology (Physics/ Microbiology)
•Water (Ecology/ Chemistry)
•Faculty driven topics•Content is not the driving goal!
What themes or content areas are most
important to develop scientifically
literate citizens?
Overall our goal is to alleviate science anxiety and increase scientific
reasoning skills by building the courses around topics both
students and faculty will find intriguing and relevant as well
as by designing the courses for a sophomore level audience and in
so doing better prepare our students for the second upper level
science courses.
So… have we been successful?
What are the pros and cons of team-teaching
interdisciplinary science courses?
Impact of team teaching on student learning:
The rationale is that students working with faculty from
two different scientific disciplines will get the opportunity
to synthesis ideas and see how questions in science are
addressed in many different ways.
Carolyn Haynes, 2002, Chapter 2, Enhancing Interdisciplinary Through Team teaching.
Chapter 9, Transforming Undergraduate Science through Interdisciplinary Inquiry.
American Council on Education, ORYX Press
The evidence for this success so far is qualitative. Students who
participated in the team taught classes overwhelmingly report a
positive experience. However, teasing apart team teaching successes
and failures is more difficult, due to the nature of the team, and the
specific topic of the class.
Team Teaching Experience related to Sex
Affect of Sex on Team Teaching
70
60
50
# of students
40
Female
Male
30
20
10
0
Positive
Negative
Affect of Team Teaching
P value 0.009
Team Teaching Impact over time
Team Teaching scores over time for Origins
25
20
15
Negative
# of students
Positive
10
5
0
Fall 2004
Spring 2006
Class offerings
Winter 2007
One of our main focuses has been impact on science anxiety.
A series of statistical comparisons were made to assess levels of
pre-existing Science anxiety in the populations, and to correlate
variables related to anxiety.
Of the students who responded,
•157 reported some level of science anxiety
•170 reported no significant anxiety
Variables considered to determine the underlying
factors that correlate with anxiety.
1. Current GPA
2. Year in College
3. Major (grouped by Academic Division)
4. Previous High School experience in science courses.
5. Gender
0
P value= 0.0003
Sex
Female
Male
Neutral- No
Anxiety
NeutralAnxiety
Mixed- No
Anxiety
MixedAnxiety
Negative- No
Anxiety
NegativeAnxiety
Positive- No
Anxiety
PositiveAnxiety
Neutral- No
Anxiety
NeutralAnxiety
Mixed- No
Anxiety
MixedAnxiety
Negative- No
Anxiety
NegativeAnxiety
Positive- No
Anxiety
PositiveAnxiety
High School
Combined effect of sex and High School Experience
on Science Anxiety
Sex and High School Experience affect on
Anxiety
60
50
40
# of students 30
20
10
But did the students actually
learn more about scientific method
by doing lab activities?
To determine whether students had improved in their ability to
identify the scientific method, I used a blinded coding scale.
This was repeated by a second Coder and the range of improvement
was averaged.
For example.
A student response of “Using science to answer questions”
was given a score of (1) for limited knowledge.
Other responses were given scores of (2)- (5) based on using code
Words, including hypothesis, data, repeatability, controls, experiment.
Pre and post test responses were randomized, scored and resorted
to match students response and calculate the range of improvement.
For example a student who made significant improvement in their
definition would show a scoring range of 4.
A student who showed, no improvement, or who was strong at the
beginning, would have no range score difference.
These ranges were then summarized for each class
and statistical significance was evaluated.
Results of course comparison for the ability to define scientific method.
Definition of science method: Pre and post class scores
90
# of students
80
240 start
70
240 end
60
350/400 start
350/400 end
50
40
30
Class Impact on Science Method
20
10
0
1
2
3
4
Definition codes
1.2
1
0.8
Average Value
0.6
Added
0.4
0.2
0
IS240
IS350/400
Class number
5
6
So what do we know?
Summary:
1.
2.
3.
4.
5.
Gender is a strong predictor of science anxiety, and is closely
tied to experience in High School science.
Anxiety is difficult to alleviate, as evidenced by both versions
of our non-majors science courses.
The majority of students regardless of science background,
see the value of learning about science in today’s society, and
understand that participating in labs is a major part of learning.
Focusing on science method and modeling its use
through labs and team teaching does result in
statistically significant improvement in the ability
to define the process of science method.
Team teaching is difficult to assess, although overall it has been
reported as positive. Individual courses are more or less successful.
small correlation that women are more critical of team teaching.
All classes are effective at increasing student awareness and
interest in science related current events.
Where do we go from here?
Focus on upper level courses!
Three years ago- Otterbein selected by
American Association of Colleges and Universities
to be one of sixteen schools in a joint project:
“Shared Futures:
General Education and Global Learning.”
Piloting courses throughout our Core curriculum
focused on Global Learning. (Not just science)
Science & Global Learning:
Definitions and Learning Objectives
Current Working Definition:
“To foster student understanding and appreciation of
science and its cultural significance. To empower
students to develop and apply scientific and analytical
skills both in further understanding of themselves and
human nature; and in an ethical context towards solving
global, national and local problems.”
Science
Definitions and Learning Objectives
Two INST Science Courses: Developmental Model
Lower level course: Fundamentals of scientific inquiry…
Upper level course: The main theme of these courses is to show
how science and scientific data are foundational to society, through
the exploration of a current global issue. The courses will explore
how science is applied to an issue, and how other influences also
impact the issue.
Science
Definitions and Learning Objectives
Common “Global” Objectives for the course:
•Understanding of data as the foundation of course topic
•Understanding of the active building of scientific body of knowledge:
new advances, future challenges
•Understanding of how the issue affects parts of the world differently.
•Understanding of how cultures react to the global issue differently.
•Understanding of how student decisions/actions impact the issue
(locally and globally).
•Ethics and the possibility of addressing issue in a sustainable way.
Science
Examples of Specific Syllabi objectives:
INST350: Being in Nature- Plagues and Pestilence
This course is focused on the global nature of infectious disease.
Discovering how plagues and pandemics, both historical and emerging,
impact human health and play a role in how societies are shaped is an
important piece of understanding your role as a global citizen. Infectious
disease does not recognize state or national boundaries, and the
interconnected relationship between microbiology, virology, epidemiology,
sociology, politics and history provide a framework for making decisions in
today’s world. This course will engage you in issues that affect your
personal health, the health of your community and the health of people
across the planet, my goal is to help you find those connections.
Science
Examples of Specific Syllabi objectives:
Learning Objectives:
By the time you complete this course you should be able to:
1. identify and describe what types of microbes are considered pathogens.
2. describe historical plagues and pandemics that shaped civilizations.
3. identify key advances in medicine and technology that contain or
prevent pandemics.
4. describe the current state of newly emerging and reemerging
infectious agents that influence current societies.
5. compare historical events to current events and draw inferences for
future pandemic risks.
6. identify current challenges in human health care and treatment of
infectious disease that impact future pandemic risks.
7. consider how society and culture recognize and respond to
pandemic threat, based on societal practices and resource availability.
8. reflect on how your major and other courses integrate into these
topics and what role you play in human health, personally and as a
global citizen.
What themes or content areas are most important
to develop scientifically literate citizens?
Courses offered to date:
IS350: Plagues and Pandemics
IS400: Earth Science and Humankindfocus on Coral Reefs
IS400: Earth Science and Humankindfocus on Sustainable energy usage
IS360: Energy and Society (in development)
Others-
Current Otterbein
I.S. science curriculum
Lower level team-taught multidisciplinary course:
•Model how the scientific disciplines approach
related problems from different perspectives and with different
techniques.
• Science method is universal
• Scientific theories are even stronger when evidence is available
from several fields of study.
Upper level course on application of science
to global issues
Acknowledgments:
Otterbein College Science Division
Department of Life Science
Mary Gahbauer, Hal Lescinsky, Simon Lawrance,
Sarah Bouchard, Dean Johnston and Dave Robertson
The Integrative Studies Program
Otterbein Center for Teaching and Learning
Leslie Ortquist-Ahrens
SoTL Professional Learning Community
The McGregor Fund
National Science Foundation Grant # 0536681
AACU Shared Futures FIPSE Grant