Learning From Science Methods Students

Brenda K. Johnson South Dakota State University

College and university science educators are challenged to obtain continuous feedback, to model sound instructional design, and to seek professional self-improvement as they teach. These criteria for teaching excellence in preservice elementary and secondary programs were among those developed by National Science Teachers Association (1987) and previously supported by others (Staver, 1981). This article presents a feedback approach used by the author to evaluate the degree to which the desired outcomes of a science methods course are met, and to clarify students' perceptions about the course.

The science methods course, in many ways, defies the student's expectations of past courses. Student perceptions of courses are necessarily based on past experiences as well as on inherent beliefs, but the goals of the science methods course are not like those of previous science or education courses in the student's collegiate experience. Application of interdisciplinary science that supports the curriculum of the elementary or secondary classroom, clinical experiences that require skill in management of lab investigation tools, and instructors who model effective ways to involve stu- dents in thinking about science, are examples of the unique features of the science methods course. The student is challenged to consider science and pedagogical content simultaneously, so as to more fully understand the role and function of the science teacher (Johnson, 1988). Because these teaching goals are not easily related to past experi- ences, student perceptions about the science methods course may limit understanding of the science and education goals of the course. Analyzing whole class perceptions of the course will assist the instructor in clarifying and justifying course goals and objectives for future students, and in obtaining feedback for course improvement.

The following approach has been useful in:

1. Evaluating the degree to which science methods goals and objectives are met.

2. Assisting students to clarify their perceptions.

3. Helping the instructor better understand the stu- dents' perceptions.

This feedback method has been used for five semesters with a variety of courses, including methods courses for second-

ary science, biology, and elementary science. The size of the classes has varied from eight to 69 students.

Method

Part I: Finding Student Objectives for the Course.

During the latter fourth of the semester:

I request preservice students to reflect on what has been learned in the course that they consider to be important.

2. Students review the course objectives (real and implied), the text, the supplemental readings, in- vestigations, field trips, clinical and field teaching experiences, and any other activities that are a part of the course.

. Students each make twenty summary statements about has been learned that they consider to be important.

4. Students evaluate their lists and select ten state- ments that are the most important to them.

5. Students then rank order the ten statements, with ' T ' signifying rank of most importance.

6. Students explain the importance of each of the ten statements, justifying their rankings.

These steps help the instructor determine the objectives of the course from the student perspective.

Rationale for Part I

Students are not ready to synthesize course goals and objectives until near the end of the course. I present the assignment as a "take home" portion, just preceding the final examination, both to enhance student performance, and to allow for an extensive review of course notes. Another approach is to provide this assignment as "extra credit" near the end of the semester.

Journal of Science Teacher Education �9 Autumn 1991 Volume 2, Number 4, Pages 111-114 Copyright �9 The Association for the Education of Teachers in Science

Correspondence regarding this article should be addressed to: Dr. Brenda K. Johnson, College of Education, South Dakota State University, Brookings, SD 57007.

I l l

The rationale for requesting that students each deter- mine their own list of twenty summary statements of what has been learned, rather than restating instructor' s objectives from their course syllabi, is that students' choices are of greatest interest. What items are on their lists? The lists must be formed from their own thinking, not reformed from the instructor's objectives. At this point, comparisons between students' objectives and instructor' s objectives can be made.

Par t II: Analyzing Student Perceived Objectives for the Course.

After the course is over, the instructor reflects on the students' perceived objectives for the course in relation to instructor objectives. Table 1 provides sample objectives from methods courses. To look at the students' perceptions of course objectives and analyze the results, the next steps include:

1. Tally the top three objectives listed by all students, and take a frequency count of"like" statements to

Table 1 Sample Instructor Objectives for Science Methods Course.

The courses provide the setting for students to: �9 Begin development of personal teaching style and phi-

losophy of teaching science. �9 Become familiar with goals of science education as

identified by professional organizations. �9 Become familiar with current learning theories and

their implications for science teaching. �9 Understand the nature of science, the domains of learn-

ing, and science process skills. �9 Use a wide variety of teaching methods. �9 Observe and reflect on instructional strategies used by

experienced science teachers with their students. �9 Develop organizational and planning skills for teaching

science, including textbook selection and course, unit and lesson planning.

�9 Develop techniques for science classroom manage- ment.

�9 Recognize and provide for individual student academic, physical and cultural differences.

�9 Develop skills in student evaluation and teacher self- assessment.

�9 Find and use sources for continuing professional assis- tance, innovative research, and resources through sci- ence education journals, organizations, and resource networks.

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simplify the results. Tables 2 and 3 show samples of what students have listed as most important in their courses.

Analyze data by asking questions while reviewing students' rank-ordered responses. The nature of the questions vary according to the course subject matter and instructor's objectives for the course. Examples of useful questions include:

A. How many student objectives are the same as the instructor's objectives? Does a closer match between instructor and student objec- tives reflect learning harmony in the class- room? (My experience suggests that a close match between instructor and student course objectives is one of the signs of a positive learning atmosphere.)

B. What are the differenes in ranking between student and instructor objectives? For ex- ample, students commonly fail to see the im- portance of understanding science education research through critiquing journal articles. Does the instructor change the course objec-

Table 2 Sample of Secondary Student Perceptions Regarding the Most Important Course Objectives.

�9 My relationship with children will be of primary impor- tance to me as a teacher.

�9 The class atmosphere was the best thing about this class. It allowed us to discuss everything and be open. That was true learning.

�9 The teacher must motivate the class. �9 Good, effective science teachers are needed in today's

schools. I noticed it especially in the trip the Science Olympiad.

�9 I feel GREEN. There are tons of things I need to know about teaching. I think I can handle the learning experience of teaching.

�9 Self discipline can be achieved by expecting mature behavior for the age.

�9 Anybody can teach science, but getting the students to learn is another matter. It probably has to do with motivation.

�9 The video tape of me teaching was frightening but terrific. It made me aware of what I do right and wrong. I hope to use a video camera as a tool when I teach.

112 Journal of Science Teacher Education �9 Autumn 1991