Teaching Methods -- Evaluating State

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).

Inquiry-Based Learning

In principle, inquiry-based learning consists of presenting students with conceptual ideas instead of facts and encouraging them to demonstrate learning by applying those concepts to novel situations instead of simply recalling facts on exams (Huber & Moore, 2001; MDE, 2010). This approach also is supported by volumes of empirical research and it is particularly well suited to effective learning in the physical sciences. Instead of focusing on narrative explanations of scientific concepts in the traditional educational approach, inquiry-based methodology utilizes practical materials designed to allow students to experiment and directly observe and experience the scientific concepts presented in each lesson (Huber & Moore, 2001).

According to the available research, hands-on inquiry-based active learning is much more effective than traditional educational methods (Huber & Moore, 2001; MDE, 2010). While the financial costs associated with procuring commercially-produced active-learning educational materials can be a considerable barrier for many public education systems, the general approach can also be implemented through improvised materials without substantially detracting from the value of the instructional method (Huber & Moore, 2001).