Authors:
Jaffer, Anushka, Chan, Cheryl A, Suman, Annya, Krishnapillaisathidevi, Parvathy, Goff, Lori, Eberhardt-Gwynne, Crystal, Zwick, Larissa
Abstract:
University science educators are encouraged to adopt teaching methods that focus on moving beyond memorization as a form of learning into deeper learning strategies that require application, critical thinking and reflection (Wiemann, 2007). Active teaching methods, along with constructively aligned course designs (Biggs, 2007), aim to facilitate high levels of student engagement and deeper learning. A new fourth year Life Sciences course at McMaster University taught students about deeper learning while giving them the opportunity to experience (...)
University science educators are encouraged to adopt teaching methods that focus on moving beyond memorization as a form of learning into deeper learning strategies that require application, critical thinking and reflection (Wiemann, 2007). Active teaching methods, along with constructively aligned course designs (Biggs, 2007), aim to facilitate high levels of student engagement and deeper learning. A new fourth year Life Sciences course at McMaster University taught students about deeper learning while giving them the opportunity to experience deep learning itself. Students were encouraged to enhance their knowledge of science education research and issues, and reflect upon teaching and learning methods, effective for their own learning. As a culminating course project, students created a learning module about a scientific topic of their choice, which aimed to teach audiences from the elementary level to the university level to the general public level. By the end of the course, a diverse array of learning modules were created with topics ranging from the neuroscience of dance improvisation to astrophysics, each of which incorporated different techniques to encourage deeper learning amongst their intended audiences. Our presentation will showcase student presenters who will share their experiences in the course. They will discuss how the development of their learning modules promoted their own experience of deep learning and how it encouraged them to pursue deep learning techniques in other courses. Ideas that are significant to enhancing the educational experience of students, engaging students in deeper, active learning, and inspiring students to pursue long-term understanding will be presented. References: Biggs, J and Tang, C (2007). Teaching for Quality Learning at University (3rd edn) Buckingham: SRHE and Open University Press Wieman, C. (2007). Why not try a scientific approach to science education?.Change: The Magazine of Higher Learning, 39(5), 9-15.
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