Yager, R. E. and Huang D. 1994. The Journal of College Science Teaching, November.
Traditionally, the college faculty in science has perpetuated the view that the only way to organize courses is around basic concepts of the discipline. Larson (1982) further elaborated on the problem of college science teaching by noting that college science subjects are usually bogged down with jargon, symbols, arithmetic metaphors, equations, mathematic computations, and analytical thought processes that can dissuade and discourage nonscience major students.
Typically, the university or college science departments have ignored critical thinking skills for non major students by demanding that they first learn more detailed discrete facts. This practice assumes that the students have previously acquired a methodology to synthesize new knowledge into more pervasive concepts (Scharmann and Hart,v, 1986). However, there is evidence that few college students are able to do this (Mestre and Lochhead, 1990). To the extent that this concept oriented rationale and organizing scheme dominates college science instruction, nonmajor science courses probably do not serve students well in most science departments anywhere in the world.
It is obvious that college science instruction fails to provide the opportunity for students to develop a rational basis for applying scientific knowledge to their own daily lives and for interpreting current technological innovations. Science instruction also fails to consider the personal needs of students in understanding future events or technological advancements (Huang, 1991; Mitchell 1990).
In 1982, the National Research Council (NRC) report, Science for Nonspecialists: Tke College Years, recommended that current and future emphasis in college science teaching be focused on the relationship of science values, and culture. Specifically, the report said college science education should enable nonspecialists to gain the scientific and technological knowledge needed to fulfill civic responsibilities in an increasingly technological society (National Research Council, 1 982).
Another major research synthesis was completed by Champagne and Lovitts (1988) at the American Association for the Advancement of Science (AAAS) with major support from the Carnegie Foundation. Typical instruction in college science classrooms and laboratories is found to be a major problem in science education. And, much of this problem is caused by course structure and the mode of instruction.
The National Taitung Teachers College in Taiwan conducted a study of using a "Problem Approach" model in teaching college biology courses (Huang 1991). Seven units from Huang's human biology course were selected as the major topics for the experimental and contrast groups. These included such general areas as:
Unit 1: digestion, nutrition, obesity; Unit 2: circulation, blood function, immunity and AIDS; Unit 3: reproduction, overpopulation; Unit 4: hormones, the use of anabolic steroids; Unit 5: human genetics, genetic defects, artificial abortion; Unit 6: nervous system, sense organs, drug and alcohol abuse; Unit 7: excretion, kidney dialysis, organ transplantation.In the experimental sections students were organized in groups with four to five students in each group. Each group had to identify at least one personal and/or one societal problem related to the main theme of each unit. Furthermore, group members had to work together to find out and propose ways to resolve the problems identified. Each group was expected to present orally its report for each unit for the entire class.
Students in the two experimental sections experienced the Problem Ap proach, which provided the students with a real situation and/or question to let them actively search for information they needed to resolve the problem. The students discussed, constructed, and linked the new information to what they already knew in order to interpret the material related to their knowledge structure.
The use of problems that are closely related to the daily lives of students and their experience base captures the essence of what we know about motivation and learning. The students in the two traditional sections merely used the textbook and instructor lectures as a source of information for mastery.
Student growth in five assessment domains--basic concepts of human biology, applications of human biology concepts, attitudes, processes of science, and creativity skills--were assessed utilizing instruments adapted and translated from The lowa Assessment Handbook (Yager, Blunck & Ajam 1990). The same examinations were used as pre- and post-test measures of student growth for two class sections for the traditional mode of instruction and the problem mode.
Since there were no statistical differences in the pre-test scores for any of the measures, it was possible to compute t-tests on the post-test scores to determine significance. Based on the statistical analysis of the post-test scores for the concept and process domains, the t-test examination indicated that the students experiencing the problem mode of instruction were superior in mastery of the biology knowledge and on the understanding of the scientific processes when compared to students who experienced the traditional textbook/lecture approach (see Table 1).
Most of the time in college science teaching, the applications of science concepts and the attitude domain are neglected. However, Huang's study shows that the students who experienced the Problem Approach to human biology classes achieved better in terms of applications and developed more positive attitudes than the students who experienced the more typical lecture approach.
Traditionally, the imagining and creativity domain is also totally excluded for assessing student learning in a college science course. In Huang's study, the post-test student responses on the creativity instrument for both the Problem Approach and the more typical lecture groups were examined by t-test. Again, the t-scores revealed that the students in the problem-oriented group had greater capability for asking questions, suggesting causes, and predicting consequences relative to a situation statement than students in the concept-oriented sections. Table 1 provides the specific data comparing the performance in four domains--concept, process, application, and attitude. Table 2 provides information showing the contrasting results for three aspects of creativity.
A Problem Approach to instruction in human biology suggests student involvement in solving problems will help with future decisions and actions. The approach enables students to collect evidence--information that can be used to support or refute some idea. Additionally, the Problem Approach involves students in reasoning. Statkiewicz and Allen (1983) found that the use of practice problems and exercises to develop critical thinking skills can improve student performance, and that skills are transferable to new and unfamiliar problems. Thus, the students who experience the problem-oriented human biology classes develop better critical thinking abilities that can be utilized later to formulate the strategies for use in new situations.
In considering why the Problem Approach resulted in students developing more and better science skills, it seems that "real world" situations for practicing science are desirable and preferable. Such a rationale is also confirmed by Hodson (1988). In the sections where the Problem Approach was used to deal with "real world" situations, students experienced a better understanding of the scientific atti tudes of critical-mindedness, questioning, suspended judgment, respect for evidence, honesty, objectivity, and open-mindedness. The Problem Approach encourages students to actively practical science.
The Problem Approach to human biology avoids the cultural and emotional blocks of the effects of conformity, excessive faith in logic, fear of mistakes or failure, self-satisfaction, lack of independence, reliance on authority, negativism, and perfectionism. Penick postulated these factors to be disadvantageous for fostering students' creativity (1982). Unfortunately, these factors typically characterize typical science classrooms and laboratories. The Problem Approach provides an environment favorable for group discussions where students propose, predict, guess, and present their ideas. In such an advantageous learning environment, it is. not surprising that student creativity is fostered and encouraged.
Students who experience college human biology classes where problems are used as a means of organization learned more and are more positive about their learning experience than are students in situations where concepts are used as course organizers. Huang's study permits the following generalizations for college instruction in biology:
Making responsible decisions for resolving problems related to science and technology responds to one of the most important goals for future citizens. College science educators should not neglect this goal. The Problem Approach serves as an excellent vehicle to attain this aim.
Teacher education programs should provide an environment for prospective teachers to improve their understanding of the interaction among science, technology, and society. Using problems as organizers is an excellent strategy to fulfill this demand.
When using the problem-oriented approach in college biology teaching, it is much better to provide the opportunity to allow students to select the problems or issues to organize their own thinking and use of basic concepts and process skills. An inflexible teaching plan limits student interest and motivation for in-depth exploration.
Science instruction at the college level, especially for nonmajors, may mean developing interdisciplinary and/ or transdisciplinary programs. Presenting pure science content for mastery is ineffective for educating future citizens to live and act differently.
Providing an environment for developing student creativity should be an important aim for college science instruction. Student growth in the use of such skills should be assessed. When assessed, students display significant growth in the attainment of creativity skills when enrolled in classes where a Problem Approach is used in contrast to students enrolled in typical courses organized around basic science con cepts.
Students who experienced their human biology with a Problem Approach perform better than students enrolled in sections where merely concepts are presented and laboratories performed.
The Problem Approach is significantly superior to the traditional concept approach in terms of student mastery of concepts, student understanding of process skills, student ability to apply concepts, more positive student attitudes, and demonstration of more and better creativity skills.