Observation of Reform Teaching in Undergraduate Level Mathematics and Science Courses

School Science and Mathematics, Nov 2004 by Wainwright, Camille, Flick, Larry, Morrell, Patricia D, Schepige, Adele

This paper reports on initial results from an ongoing evaluation study of a National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. The purpose of this study was to determine what elements of reform teaching are being utilized by college faculty members teaching undergraduate science and mathematics courses, including a qualitative estimate of the frequency with which they are used. Participating instructors attended summer institutes that modeled reform-based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K-16 teaching, with an explicit emphasis on the importance of creating the best possible learning experience for prospective K-12 science and mathematics teachers. Utilizing a unique classroom observation protocol (the Oregon-Teacher Observation Protocol) and interviews, the authors (a) conclude that some reform-oriented teaching strategies are evident in undergraduate mathematics and science instruction and (b) suggest areas in which additional support and feedback are needed in order for higher education faculty members to adopt reform-based instructional methodology.

This paper reports on initial results froman ongoing evaluation study of an National Science Foundation project to implement reform-oriented teaching practices in college science and mathematics courses. Participating instructors attended summer institutes and other professional development opportunities that modeled reform-based practices and fostered reflection on current issues in science, mathematics, and technological literacy for K-16 teaching. An explicit emphasis was placed on the importance of creating the best possible learning experience for prospective K-12 science and mathematics teachers. This study of college instructors is part of a larger evaluation study to examine the long-term effects of their teaching on early career science and mathematics teachers.

Background

In August 1997, the Oregon Collaborative for Excellence in the Preparation of Teachers (OCEPT) was funded for 5 years as part of the Collaborative for Excellence in Teacher Preparation (CETP) program of the National Science Foundation (NSF). A major focus of the OCEPT grant was to engage science and mathematics faculty members teaching undergraduate courses in institutions across the state in a critical examination of their instructional practices.

Weiss (2001) reported a discrepancy between the objectives high school science and mathematics teachers said they emphasize and the teaching strategies they reported using most often. Teachers reported, for example, that their objective was teaching students to reason mathematically or scientifically. However, their teaching strategies emphasized listening and taking notes, following instructions, and answering questions. Activities that helped students develop communication skills and practice reasoning - such as making presentations, writing reflections, and working on extended investigations-were used far less frequently. These data indicate that many secondary students are not being given the opportunity to learn through re formbased practices. In part this lack of students' experience with reform-based strategies may be due to the fact that their teachers have not had the opportunity to learn science and mathematics content through these practices. The oft-heard maxim "we tend to teach as we have been taught" ( Judson & Sawada, 2001; Lortie, 1975) is supported by the experience and data synthesized in three reports (National Research Council, 1996a, 1999; NSF, 1996), which suggest that the most common college mathematics and science instructional format is a lecture.

In order to enable all students to reach the goals set forth in the national standards for the sciences and mathematics (American Association for the Advancement of Science, 1989, 1993; NRC, 1996a, 1999; National Committee on Science Education Standards and Assessment, 1993; National Council of Teachers of Mathematics, 1989,1991,1995,2000), the repertoire of instruction and assessment used in related college courses needs to be expanded.

The rationale of the NSF CETP program, in general, and the OCEPT project, in particular, was that prospective teachers who have firsthand experience in learning mathematics and science through reformoriented strategies will (a) develop a stronger appreciation for the value of the coursework, and (b) use these models for more effective pedagogy when they begin their own teaching.

OCEPT hoped to engender systemic change in colleges and universities throughout Oregon by working with a critical mass of interested science and mathematics faculty fellows from 2- and 4-year public and private teacher preparation institutions and exposing these instructors to a variety of teaching and assessment methodologies. Stipends for release time for course reform and professional development opportunities were provided. Collaboration among these content faculty members, as well as with education faculty members, was encouraged by means of focus groups, electronic communication, and a combination of small group and large group meetings, which were often interdisciplinary in nature. The participating faculty fellows were also encouraged to become leaders in their own departments in order to help their colleagues engage in more reform-oriented teaching methods.