Minnesota academic science standards: active learning and inquiry-based approaches

Teaching Methods -- Evaluating State Standards

The Minnesota Academic Standards -- Science K-12 implemented by the Minnesota Department of Education (2010) were designed to introduce fundamental changes to the way that science is taught throughout the Minnesota education system and at every level and grade. In principle, the new standards are specifically intended to make the study of science both inquiry-based and also active instead of memorization bases and passive, respectively. It should be anticipated that this change will be tremendously effective and beneficial to students because it is supported by empirical research on the value of these types of approaches to education, particularly in relation to the physical sciences.

Active Learning

Volumes of empirical literature on educational methods going back two decades firmly establishes the value of this approach and its significant improvement over the traditional passive methods of academic instructions (Adams & Hamm, 1994; MDE, 2010). The traditional method of educational instruction relied upon for most of the last two centuries of American public education emphasized, virtually exclusively, the passive learning method. Specifically, traditional education methods involve students listening passively to lectures delivered by instructors in conjunction with independent reading assignments from traditional textbooks and other written materials. Testing generally consists of exercises that measure little besides the ability of students to memorize the information presented through the lectures and reading assignments.

By contrast, active learning involves a two-way exchange between students and their instructors during lectures in a manner intended to stimulate independent thought and deductive reasoning. In comparison, active learning is much more effective and conducive to long-term subject matter retention than passive learning. In active learning classrooms, teachers encourage students to ask questions and to challenge assumptions and they promote a two-way dialogue (Adams & Hamm, 1994; MDE, 2010).

Conclusion

Based on the available empirical research on active learning and inquiry-based learning, it should be anticipated that the new standards implemented by the Minnesota Department of Education will have a tremendously beneficial effect on learning. Active learning, in general, is well documented to improve learning and subject matter retention and inquiry-based learning corresponds to significantly improved learning and retention, especially in the sciences. Ultimately, the MDE standards seem to be perfectly in line with the relevant research literature on teaching methodologies that are most conducive to learning and should, therefore, achieve their intended objectives.