A Model of Student Success:
Coaching Students to Develop Critical Thinking Skills in Introductory Biology Courses
Susan Chaplin University of St. Thomas St. Paul, Minnesota, USA sbchaplin@stthomas.edu
Abstract
Science students who perform poorly in introductory science classes often don’t know how to do better because they “don’t know that they don’t know”, and they have poor critical thinking and problem solving skills. The current study describes how modeling and coaching students in “active study” improves higher order thinking skills. The data show that students who received such coaching performed significantly better on exams by the end of the semester compared to control groups. Modeling and coaching “active study” behavior is essential to ensure that students build confidence in their ability to study science and remain in the science pipeline.
Introduction
Introductory college courses are a first step in the process of a student’s development of critical, reading, thinking, and writing skills. More than just mastering basic content knowledge of a specific area of study, one goal of introductory courses is for students to
“learn”, or understand and use course content to demonstrate higher order thinking skills like, analysis, synthesis, and evaluation of problems (according to Bloom’s
taxonomy of critical thinking skills, Bloom 1964). This problem is more difficult in the sciences for a variety of reasons. There is an increasingly complex volume of “content”
(i.e. facts) to be mastered, and lecture periods often proceed at a much more rapid pace than high school science classes on similar subjects. Although college instructors may use a variety of active learning techniques in their introductory science courses, there may still be a significant portion of class time devoted to lecture. First year college students often have poor listening, note taking, and synthesizing skills (Erickson and Strommer 1991) which hinders their learning in the classroom. Poorly developed study skills combined with poor time management and poor self-discipline in first year college students may result in them feeling so lost and overwhelmed that they give up easily on courses they otherwise profess great interest in and should be able to master. This is the point at which instructors need to intervene and provide support and direction for helping students “learn how to learn.”
There are a wealth of science education resources that provide strategies for
encouraging interaction in the classroom and promoting deeper levels of intellectual engagement of students (e.g., Angelo and Cross, 1993). Many of these pedagogical strategies address the problem of the poorly performing student that needs to adopt new study skills that improve critical thinking, that stress understanding rather than rote memorization, that help students move beyond the level of simple recognition of vocabulary that they mastered in high school to using that vocabulary to solve problems. Multiple publications, with suggestions specifically for improving critical thinking skills of students, abound in the literature (a few recent examples: Lauer 2005;
Yuretich 2003/2004; Svinicki 2004; but see also texts on the subject by Stice 1987 and Halpern 2003). For example, Halpern (1998) proposed a four-part process involving:
an attitudinal component, instruction and practice in critical thinking skills, activities that
enhance transfer of these skills across a variety of contexts, and development of
metacognitive processes to monitor progress. Similarly, Svinicki (2004) has developed a survey instrument (GAMES©) in which students are introduced to different techniques for good study behavior; in the process of evaluating what they do when they study, they learn other, perhaps more efficient ways of learning and monitoring their success.
Broadbear (2003) suggests that “ill-structured problems” (those with more than one right answer, arrived at through sound reasoning), some criteria for assessing critical thinking, (especially that done by the students themselves), and demonstration of improvement of thinking (e.g., portfolios) are the key elements to improving critical thinking ability.
All of these methods have a common strategy, to engage students in metacognitive effort, that is, to improve self awareness of their learning, and similar outcomes, that of increasing students’ reflection on and engagement with the subject material. Despite the quantity of publications describing the methods for improvement of critical thinking skills and exam performance in college students, the quantitative assessment of the efficacy of the methodology lags behind. The purpose of this report is to quantify the impact of a particular instructional intervention (modeling and coaching “active”
studying) on a group of “at-risk” students in an introductory level biology course for biology majors.
Methods
In order to learn something about the level of awareness that students of varying academic ability have about their own learning, students enrolled in a large introductory biology course at University of St. Thomas, St. Paul, Minnesota (88 % freshmen, n=90 students) were asked to predict their performance on every exam immediately after turning it in. Their actual scores were then compared with their predictions for each of four exams during the semester in order to determine longitudinal trends in their performance and their ability to predict their performance.
To investigate techniques that might help “at-risk” introductory students reform their study strategies to improve both their actual performance and their ability to predict performance, students in the same introductory course (n=126) during a subsequent year were grouped voluntarily according to the type of interaction they had with the instructor: 1) 15 students who sought help from the instructor on several occasions during the semester (coached group), 2) 12 students who interacted with the same instructor during the laboratory portion of the course (lab contact group), and 3) 15 students who did not seek help from the instructor during the semester (no contact group). Students in the coached group scored between 50% and 80% on the first exam and voluntarily sought help to improve their exam performance. The third group of no contact students was selected by matching their first exam scores (+ 2%) with those of the students in the coached group, thus making it possible to compare improvement in performance as a function of the coaching technique used by the instructor. Students in the lab contact group of 12 students not only interacted with the instructor on a more personal level in the small laboratory section weekly, but were also the instructor’s freshman advisees. These students were concurrently enrolled in an advanced English literature course that was paired with the freshman biology lab, and thus tended to be better than average students.
Students in the coached group received assistance from the instructor in a number of ways: exam analysis, demonstration of active study techniques, and Q and A on sample upcoming exam questions. Exam analysis consisted of looking for patterns of missed questions, misread questions and/or answers, voids in content knowledge, and
misconceptions or incorrect notes. Students were asked to group the exam questions
into easy, medium, and hard difficulty levels for them, and then assign one of three
-15.00 -10.00 -5.00 0.00 5.00 10.00 15.00 20.00 25.00
<60 60-69 70-79 80-89 90-100
Exam score category
% differ e nc e pr edicte d - actual
exam 1 exam 2 exam 3