Fostering Significant Learning in Sciences

Authors

Tolessa Deksissa, University of DCFollow
Lily R. Liang, University of the District of ColumbiaFollow
Pradeep Behera, University of the District of ColumbiaFollow
Suzan J. Harkness, University of the District of ColumbiaFollow

Abstract

The new global economy depends on workforce competencies in science, technology, engineering and mathematics more than ever before. To prepare a strong workforce, attracting and educating underrepresented minority students in science is a challenge within our traditional American educational approach. To meet this challenge, fostering significant learning in science that nurtures 21^st Century skills in students is crucial. The purpose of this study was to analyze the effectiveness of a set of teaching and learning approaches that foster significant learning in sciences. Using a new introductory environmental science course in urban water quality management, the effect of a set of learner-centered teaching approaches, including hands-on learning, scientific inquiry, frequent feedback, and critical thinking exercises, was analyzed. The results of the pre- and post-course survey questions together with formative and summative assessments showed that our students’ cognitive learning skills and interests in learning science were significantly improved.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Deksissa, Tolessa; Liang, Lily R.; Behera, Pradeep; and Harkness, Suzan J. (2014) "Fostering Significant Learning in Sciences," International Journal for the Scholarship of Teaching and Learning: Vol. 8: No. 2, Article 12.
Available at: https://doi.org/10.20429/ijsotl.2014.080212