Curriculum delivery innovations and transformations

¶ … Learning

Hands-on science learning has become a common phrase in science education. Hands-on learning is not simply manipulating objects. It is being involved with in-depth investigations about objects, materials, phenomena, and concepts and interpreting meaning and understanding from these experiences. Although this approach goes back to the earliest days of public education, for a while it lost its place to text books and examinations. Now, however, it is making a comeback in schools that recognize the need for first-hand student involvement in order to promote the best learning environment.

The concept of hands-on learning stems back to early education philosophy. In the early 1800s, Johann Heinrich Pestalozzi argued that rather than dealing with words, students should learn through activity and things. They need to be free to follow their own interests and draw their own conclusions. He put a strong focus on the child's spontaneity and self-activity. Teachers should not give students ready-made answers, but have them locate the answers themselves. In order to do this, it is necessary to cultivate and encourage their powers of seeing, judging and reasoning (Silber, 1965, p.140). The goal is to educate the entire child-- hands, heart and head.

Later, McMurry introduced the project method of learning and stated in 1921: "The project conceived and executed by the child on the ground of his own experience is a still better basis of our educational efforts because it sets up in children self- determination and purposeful activity in a complete, natural and well-rounded unit of effort" (p. 3). For the remaining of the 20th century, variations of hands-on learning continued, especially with the introduction of the computer.

Studies have demonstrated the value of hands-on activities vs. primary book learning or rote. Carpenter's (1963) research of fourth grade students found that an activity mode of instruction led to the greatest gains in content learning. Slower learners particularly thrived in an activities-oriented science classes. Bredderman (1985) reported a 14% improvement by students in activity-based programs vs. textbook and lecture programs. There was significant improvement for female, disadvantaged, and minority students. The study suggested that gains may be lost if inquiry-based curricula is not continued in later grades.

More recently, similar results have been found: Hake (1992) concluded from a survey of 6,000 students in introductory physics that those in courses involving interactive engagement made substantial gains in problem solving abilities as well as the learning of physics. Shymansky, Hedges, and Woodworth, G. (1990) combined 81 research studies that contrasted the performance of students in hands-on activity-based programs with that of students in text book-based classrooms. The primary grade children exposed to hands-on instruction displayed a positive effect size of 1.4 standard deviations in science achievement. More important was the achievement gains by students of teachers who had taken in-service training on the hands-on curricula. Wise's (1996) research of middle- and high-school science found 140 published comparisons between traditional teaching and alternative instruction (inquiry oriented approach). Inquiry instructional strategies averaged thirteen percentile points higher in achievement measure over traditional text/lecture modes of instruction.

Recently, due to increased testing and the "No Child Left Behind" program, a greater emphasis has been placed on testing. So much so, in fact, that many teachers are teaching to the test. This has put a greater emphasis on rote learning in the sciences, in order to learn the correct facts. As always, there has to be a balance. Students cannot be taught only in rote and memorization or entirely with hands-on learning without the value of reading. There has to be a blended learning that uses a variety of teaching strategies and forms of delivery systems.

In recent years, the State of North Carolina has placed a much greater emphasis on testing and scores on the standardized tests. This, as noted, has made more teachers place their emphasis on test results. In science, this means a greater stress on learning facts, and less emphasis on observing and doing. Wrote Irv Beseker from the Greensboro News:

Each year the state gets more frantic in its efforts to convince people that the tests actually mean something. The propaganda machine shifts into high gear as state officials try to persuade the taxpayers of North Carolina that they are getting their money's worth for the millions of dollars they are investing in testing and accountability.

After revisiting our approach to teaching science, the science committee decided that we, too, were spending too much time on test learning and not enough on hands-on programs. Therefore, we decided to incorporate more discovery type of learning and less pencil and paper education. We started by purchasing some science kits, but that was just the beginning.

We felt that outdoor learning was the best approach, since that is where much of the actual objects being studied are located and because children are increasingly losing contact with nature. According to the Institute of Outdoor Learning, outdoor learning is an all-encompassing term that consists of areas such as early-years outdoor play, playground projects, environmental education, recreational and adventure activities, personal and social development activities, expeditions, team building, leadership training, education for sustainability, and adventure therapy.

All forms of outdoor learning value direct experience, which can provide a significant contrast to indoor activities. Direct experience outdoors is more motivating and has more impact and credibility. Through skilled teaching, interpretation or facilitation, outdoor experiences quickly become a stimulating source of fascination, personal growth and learning breakthroughs. Outdoor learning is active, because participants gain knowledge through what they do, encounter and discover. They learn about the outdoors, themselves and one other, at the same time as acquiring outdoor skills. Such active knowledge gathering develops the learning skills of enquiry, experiment, feedback, reflection, review and cooperation.

Outdoor learning happens in the natural environments where students can see, hear, touch and smell the real thing and also where actions have real results and consequences. It can help bring many school subjects alive in addition to offering experiential opportunities and new interests. There is no limit to the experiences and curiosities that outdoor environments and activities can arouse. Students often discover potential skills and interests that come as a surprise.

We found this wonderful program, Using the Outdoors to Teach Experiential Science (UTOTES), with the North Carolina Museum of Natural Science, which greatly supports our desire for outdoor learning. Since 1991, more over 4,100 educators at 184 selected sites across North Carolina have taken part in the UTOTES experience. UTOTES goals are very similar to ours: 1) to promote positive attitudes of teachers and students toward living things; 2) to increase the use of the environment in teaching all subjects; 3) to develop site-based science leadership; 4) and to enhance the value of school grounds as a learning resource through native plantings and the creation of wildlife habitats.

We decided to have UTOTES work with us, since it aligned so closely with our own approach. A group of 16 to 24 staff members at the school met with the museum. In total, the two-year program includes six different teacher education workshops during the first year, including one for creating a wildlife habitat selected by the school; a summer residential program for two teachers; and a follow-up workshop the second year. Topics may include: attracting butterflies and birds; identifying trees and wildflowers; landscaping with native plants; observing and recording seasonal changes; creating wetlands on school grounds; integrating the outdoors into curriculum; and creating nature journals.

One of the things that we have done is to develop a butterfly garden. This was a special project, because the high school students helped us build it. They learned new skills at the same time as giving back to their community. A butterfly garden can teach about science, as well as other courses. In science, students learn to care for and protect earth's creatures and the purpose for keeping a healthy earth balance. They students also learn that a butterfly garden takes a great deal of planning and cooperation. It also needs a certain degree of sunlight, warmth and food. The butterflies interact with their environment and vary depending on the flowers that are in bloom during the year. They also learn the stages of the butterflies and how animals grow from one stage to another in all forms of life up to humans.

For art, they can look at the colors and textures of the butterflies and have different projects based on what they see. In math, there are many things to count. For older children, there are grids and percentages and ratios. In social studies, the students can look at the different environments and the type of butterfly life and what role these creatures play in that society. Of course, there are always questions and answers, and trivia. Where do butterflies hide? Where can they find water? Do you see one eating? What flower is it? What plant does a caterpillar like to eat? What insects live with the butterflies? What animals eat the butterflies?

We are also going to make a wildlife habitat, which likewise has a number of benefits beyond teaching. The natural environment provides students with a calm and quiet place to unwind from the noises of the classroom. It nurtures and supports animal-life all year round. This is critical for areas where commercial and residential development is reducing most natural areas. Wildlife especially needs help during the cold and snowy months. Students can also see how it benefits the environment. It also helps connect students to the world of nature. Increasingly, because children are spending more and more times indoors, they are losing touch with nature.

Humans, because they spent their first 14,000 years in nature, have a special bond with the outdoor world. When they are taken away from this environment, through cities, lack of parks, no outdoor play, there can be psychological affects. When taking time to enjoy nature, children will feel better about themselves and the world at large.

We are also going to put a rock and mineral area, which will allow students to better study geology and related areas. Once again, however, this area can be used for other classes as well. Each of the rocks have different colors and textures, comes from different geographical areas, is used for various products and incorporated differently into cultures. Rocks and minerals also help students have a better concept of time of the earth's development and astronomy. Children are always fascinated by gems and minerals, because of the diversity in age, shape, size and colors.