Challenges and Opportunities for Education About Dual Use Issues in the Life Sciences (2011) / Chapter Skim
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2 A Primer on the Science of Learning
2 A Primer on the Science of Learning
Pages 33-50
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From page 33... ...
A number of examples also demonstrate the growing international inter est in making fundamental changes in life sciences education. The New Biology and Education A collective vision for an integrated and synthetic approach to the life sciences is emerging that offers a rich context for education about dual use issues.
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researchers' responsibilities for the biology underlying pressing societal Figure 1 needs naturally widens the conversation to responsibilities for discerning R01620 unanticipated, deleterious consequences. Preparation of life scientists to vector editable to an integration of the many solve realworld problems requires attention fields that inform the life sciences and underscores the need for science education informed by the learning sciences (NRC 2000, Labov, Reid, and Yamamoto 2010, Jungck et al.
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have established standards for undergraduate education in their disciplines with an emphasis on student learning outcomes.1 Thus, numerous venues and vehicles exist to engage the broader life sciences community in integrating dual use issues into the improvement of life sciences education that is currently underway. APPROACHES TO EFFECTIVE EDUCATION The science of human learning has advanced significantly over the last several decades.
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. Building on and acknowledging the importance of what has been learned to improve undergraduate biology education, over 500 life sciences educators and administrators gathered in Washington, DC, in July 2009 for the AAAS Vision and Change in Undergraduate Biology Education summit, calling for relevant, outcomeoriented, active biology learning focused on deep conceptual understanding in studentcentered environments with ongo ing feedback and assessment (Woodin, Carter, and Fletcher 2010; Brewer and Smith, in press)
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The basic goals of the process are to arrive at common learning out comes for students in different college degree programs with input from students, recent graduates, employers, and faculty. The Bologna Process was piloted in the United States through a program called Tuning that involved Utah, Indiana, and Minnesota faculty, students, recent gradu ates, and employers (Adelman 2009)
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For example, to be well understood, factual knowl edge must be placed in a conceptual framework. Framing learning in the sciences as four intertwined strands of proficiency provides a sound basis for creating effective teaching and learning experiences across all levels of education, including the primary grades (NRC 2007b)
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. Starting with learning outcomes is the first step in curriculum design, as illustrated by the following set of design principles for curricula that include laboratory learning experiences: • Begin with clear learning outcomes in mind.
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Concept inven tories, critical thinking rubrics, and curriculumspecific, pre and posttests are examples of summative assessment tools. Without assessment that is closely aligned to learning outcomes, it is difficult to gather evidence about the effectiveness of curriculum.
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In addition to considering ethical and intellectual development, atten tion to the learner's culture and environment is also important for effec tive curriculum development. As discussed above, prior understandings will affect how an individual interacts with the materials, and learning is enhanced when the learner perceives the relevance of the material.
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In addition, attention to the social aspects of learning is essential to success. The group development process requires explicit attention, as many students may be reluctant to invest time in the interpersonal process and to make an effort to deal with differences of opinion.
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Evidence supporting the usefulness of cases in developing multiple perspectives comes from a study of a case where stu dents assumed roles as counselors, medical practitioners, and individuals infected with HIV (Foster et al.
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Technology-Enabled Learning Online technologies are making it possible for highquality curricular materials to be developed and then shared with a broad audience, a par ticularly promising approach for international curricula if attention is paid to necessary adaptations. Given the overwhelming evidence in support of the effectiveness of active learning, modules that will be technology enabled can be designed to be interactive, keeping in mind the evidence for effective teaching and learning from the learning sciences.
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. At a local level, university centers for teaching and learning provide opportunities to engage faculty in learning about effective teaching practices and encouraging the imple mentation of new pedagogies.
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As described further in Chapter 4, the Howard Hughes Medical Institute and the U.S. National Academies have an annual summer institute for faculty from research intensive universities that has been carefully struc tured to ensure that faculty follow through with new teaching practices after leaving the institute (see http://www.academiessummerinstitute.
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. Also at the international level, since 2001 the IAP, the Global Network of Academies of Sciences, has carried out a series of activities to promote what it terms "InquiryBased Science Education" through a program led by the Chilean Academy of Sciences.
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The real world nature of dual use problems can be effective in engaging students and supporting their learning, if attention is paid to the social learning aspects of group work, as well as the cognitive aspects of learning. Online modules will allow the scaling of the educational effort and active learning strategies and assess ment tools can be embedded into the technologyenabled delivery.
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2010. Integrated biology and undergraduate science education: A new biology education for the twentyfirst century?
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From page 50... ...
CBE Life Sci Educ 9(2)
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