Revamped college science course improves student performance -- in spite of cuts
The keys to success are instructors who guide learning rather than lecture, and who structure courses so students are more likely to come to class having read assignments and where they undergo intensive practice to develop critical thinking and problem solving skills. So say findings based on an introductory biology course at the University of Washington being published in the June 3 issue of Science .
"We show that a highly structured course design, based on daily and weekly practice with problem solving, data analysis and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students – without increased expenditures," wrote the co-authors. The increased expenditures refer to special funding some institutions use to provide disadvantaged students with supplementary instruction, mentoring and other support.
Educationally disadvantaged students, including some who are the first in their families to attend college and members of underrepresented minorities, are generally capable students who may lack experience with problem-solving and reasoning skills needed in college-level science classes.
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