How to create successful discussions in science classrooms

Abstract

Professors often expect students to have the skills that are necessary to participate in discussions. Students, on the other hand, have been trained to glean information from the lecture format; their prior experiences in discussions are likely to be limited to personal opinions on topics such as stem-cell research or evolution. Sudden changes in expectations are jarring and unwelcome at any stage of life but especially when it affects our performance. Thus, bringing any new pedagogy into the classroom has to come with proper preparation for both the students and the faculty. Here, I present my guidelines for bringing discussions into small classrooms. A great deal of structure and preparation are needed to make a discussion-based class successful. To teach using a discussion-based format requires creating pedagogical links to every aspect of the course. It requires changing not only what we teach but also what we value. Various components that are needed for a successful discussion-based course are outlined here.

Listening to student conversations during clicker questions: What you have not heard might surprise you!

“…Our proposed list of four behaviors to guide student interactions is adapted from similar lists that have proven effective in other contexts. 18,19 ͑1͒ Assess aspects of every answer choice even if they seem incorrect. ͑2͒ Generate your own answers when none of the given answers are consistent with your own ideas.…”

Exploration of Students’ Social Presence in Web-Based Discussion for Conceptual Learning of Organic Chemistry

“…Web-based discus on is powerful collaborative tool at x̅ of 3.8551 and SD of 1.15607. According to (Grover, 2007) 4.2 Social presence in web-based discussion for conceptual learning of organic chemistry.…”

Research and Teaching: Analyzing Upper Level Undergraduate Knowledge of Evolutionary Processes: Can Class Discussions Help?

“…Active learning exercises, such as classroom discussions, have been shown to be effective teaching tools (Allen & Tanner, 2005;Alters & Nelson, 2002;Grover, 2007;Handelsman et al, 2007;Marbach-Ad & Sokolove, 2000;Nelson, 2008;Smith et al, 2009). Participation in classroom discussions helps (a) expose budding scientists to the importance of teamwork and cooperation (Handelsman et al, 2007), (b) foster the inclusion of underrepresented groups (e.g., minorities and females; Beichner et al, 1999), and (c) allow students to maintain personal contact with their instructor (Handelsman et al, 2007).…”