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Cited by 287Science Education and PedagogyInnovative Teaching MethodsEducational Methods and Outcomes

The DOI matches its Crossref record; 48 of the 48 references it cites were found in a registry or an index.

Teaching the Process of Science: Faculty Perceptions and an Effective Methodology

Open access
Coil, David, Wenderoth, Mary Pat, Cunningham, Matthew, Dirks, Clarissa·2010·CBE—Life Sciences Education
DOI 10.1187/cbe.10-01-0005PMC PMC2995770
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Abstract

Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy.

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Crossref · 10.1187/cbe.10-01-0005

Cites

48 of 48 references verified0 citation errors · 0 not checkable

Statistics

Figures

Figure 1. The three skills selected by faculty (N = 156) as the most important for students to acquire in an undergraduate education as determined by comparing all averages. The percent faculty at different institutions is reported for each skill.
Figure 1. The three skills selected by faculty (N = 156) as the most important for students to acquire in an undergraduate education as determined by comparing all averages. The percent faculty at different institutions is reported for each skill.CC BY-NC-SA · PubMed Central
Figure 2. The three skills selected by faculty (N = 156) as the least important for students to acquire in an undergraduate education as determined by comparing all averages. Percent faculty at (A) R-1, non-R1, and liberal arts institutions and (B) community college is reported for each skill.
Figure 2. The three skills selected by faculty (N = 156) as the least important for students to acquire in an undergraduate education as determined by comparing all averages. Percent faculty at (A) R-1, non-R1, and liberal arts institutions and (B) community college is reported for each skill.CC BY-NC-SA · PubMed Central
Figure 3. Faculty offered other skills (N = 74) that students should have by the time they graduate. These skills generally fell into one of eight categories and are reported as percent of the total.
Figure 3. Faculty offered other skills (N = 74) that students should have by the time they graduate. These skills generally fell into one of eight categories and are reported as percent of the total.CC BY-NC-SA · PubMed Central
Figure 4. Percent faculty (N = 156) at different institutions who felt that the amount of time they spent teaching science process skills was NOT sufficient.
Figure 4. Percent faculty (N = 156) at different institutions who felt that the amount of time they spent teaching science process skills was NOT sufficient.CC BY-NC-SA · PubMed Central
Figure 5. Percent time (mean ± SEM) faculty (N = 156) at different institutions reported teaching skills as opposed to content. Values not sharing the same letter are significantly different from each other as determined by a one-way ANOVA and post hoc Tukey test.
Figure 5. Percent time (mean ± SEM) faculty (N = 156) at different institutions reported teaching skills as opposed to content. Values not sharing the same letter are significantly different from each other as determined by a one-way ANOVA and post hoc Tukey test.CC BY-NC-SA · PubMed Central
Figure 6. Percent faculty (N = 100) selecting reasons that prevent them from spending more time teaching science skills. Numbers sum to greater than 100% due to respondents choosing more than one response.
Figure 6. Percent faculty (N = 100) selecting reasons that prevent them from spending more time teaching science skills. Numbers sum to greater than 100% due to respondents choosing more than one response.CC BY-NC-SA · PubMed Central
Figure 7. A schematic representing the kinds and timing of class instruction and practice between assignments.
Figure 7. A schematic representing the kinds and timing of class instruction and practice between assignments.CC BY-NC-SA · PubMed Central
Figure 8. Percent of total points (mean ± SEM) received during either a pretest or a posttest on scientific writing (graded with the SWR; N = 44) or SLT (N = 42) for 2006 BFP students. Statistically significant differences by paired t-test are indicated in the figure.
Figure 8. Percent of total points (mean ± SEM) received during either a pretest or a posttest on scientific writing (graded with the SWR; N = 44) or SLT (N = 42) for 2006 BFP students. Statistically significant differences by paired t-test are indicated in the figure.CC BY-NC-SA · PubMed Central
Figure 9. Students' understanding scores (mean ± SEM) for each of the topics (7–8 per module) were averaged to give the student one understanding score at each of the four time points for that module. Individual students completed between one and four modules. If students completed more than one module, their understanding scores were averaged across modules. Thus, each student (N = 39) received a composite score at each time point. Statistically significant differences by paired t-test are indicated in the figure.
Figure 9. Students' understanding scores (mean ± SEM) for each of the topics (7–8 per module) were averaged to give the student one understanding score at each of the four time points for that module. Individual students completed between one and four modules. If students completed more than one module, their understanding scores were averaged across modules. Thus, each student (N = 39) received a composite score at each time point. Statistically significant differences by paired t-test are indicated in the figure.CC BY-NC-SA · PubMed Central

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Citations

Cites

Research works printed but not linked: 19

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Metadata

Authors
Coil, D., Wenderoth, M. P., Cunningham, M., & Dirks, C.
Affiliations
University of Washington (US)
Corresponding author
Dirks, Clarissa
ORCID
Venue
CBE—Life Sciences Education
Publisher
American Society for Cell Biology (ASCB)
Published
2010-12
Volume
9
Issue
4
Pages
524-535
ISSN
1931-7913 (ISSN-L)
DOI
10.1187/cbe.10-01-0005
PMC
PMC2995770
OpenAlex
W2115994980
Cited by
282
References
48
Citations by year
2026: 8 · 2025: 21 · 2024: 18 · 2023: 24 · 2022: 23 · 2021: 20 · 2020: 30 · 2019: 10 · 2018: 22 · 2017: 19 · 2016: 19 · 2015: 20 · 2014: 15 · 2013: 16 · 2012: 11
FWCI
49.43
Type
journal article
Language
en
Open access
Licence
cc-by-nc-sa
Locations
  • CBE—Life Sciences Education (publishedVersion)
  • PubMed Central (publishedVersion, cc-by-nc-sa)
  • PubMed (publishedVersion)
Funders
  • Howard Hughes Medical Institute (52003841)
  • University of Washington
  • Directorate for Biological Sciences
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Innovative Teaching Methods
  • Social Sciences › Education › Educational Methods and Outcomes
Keywords
scientific method, science process skills, undergraduate science education, teacher perceptions, scientific writing, experimental design, data interpretation, problem solving, scientific literacy, teaching methods
MeSH terms
Curriculum, Faculty, Science, Students, Teaching, Universities

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