Proposal Title
Success in an ever-changing world: Teaching and learning strategies for incorporating affective and values-based learning outcomes into science classrooms
Session Type
Presentation
Room
FNB 2240
Start Date
4-7-2019 11:30 AM
Keywords
Outcomes-based education; peer review; reflective practice; perspective taking
Primary Threads
Teaching and Learning Science
Abstract
Outcomes-based education (OBE) is linked with improving students’ abilities to use higher order thinking, articulate their learning, and engage in lifelong learning (Biggs & Tang, 2011). Many universities encourage the use of degree-level learning outcomes to capture non-disciplinary knowledge acquired with an undergraduate degree. In particular, competencies like self-awareness, intercultural competence, ethical reasoning, or interpersonal communication are important for ensuring our students’ success in an unpredictable future (Bartimote-Aufflick, et al, 2016; Clouston, 2018; Shephard, 2008). For science educators, the realities of designing courses which address these outcomes can be challenging as the outcomes may not have obvious connections to scientific content (Koballa, 2007; Lederman & Abell, 2014). How, then, can science educators best incorporate such outcomes into their courses and teaching?
Our institution has implemented an institution-wide OBE approach that includes affective, introspective, and values-based learning outcomes. This presentation highlights approaches such as peer review, reflective practice, and perspective taking that link scientific course content to these fundamental, life-long learning competencies. After reviewing our teaching strategies through a short round of lightning talks, participants will be encouraged to discuss their own courses with the goal of generating authentic teaching and assessment methods for values-based or affective learning outcomes in the sciences.
References:
Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942.
Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university: what the student does (4th ed). Maidenhead: McGraw-Hill.
Clouston, T. J. (2018). Transforming learning: teaching compassion and caring values in higher education. Journal of Further and Higher Education, 42(7), 1015–1024.
Koballa, T. (2007). Framework for the Affective Domain in Science Education. Retrieved March 19, 2019, from https://serc.carleton.edu/NAGTWorkshops/affective/framework.html.
Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education. Volume II. New York: Routledge.
Shephard, K. (2008). Higher education for sustainability: seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87–98.
Elements of Engagement
- Brief introduction to institutional learning outcomes and our university’s model of education (5 minutes)
- Lightning talks: brief teaching and learning activity presentations from four instructors (15 minutes)
- Discussion: Participants will be encouraged to apply concepts to their own teaching (7 minutes)
- Questions (3 minutes)
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Success in an ever-changing world: Teaching and learning strategies for incorporating affective and values-based learning outcomes into science classrooms
FNB 2240
Outcomes-based education (OBE) is linked with improving students’ abilities to use higher order thinking, articulate their learning, and engage in lifelong learning (Biggs & Tang, 2011). Many universities encourage the use of degree-level learning outcomes to capture non-disciplinary knowledge acquired with an undergraduate degree. In particular, competencies like self-awareness, intercultural competence, ethical reasoning, or interpersonal communication are important for ensuring our students’ success in an unpredictable future (Bartimote-Aufflick, et al, 2016; Clouston, 2018; Shephard, 2008). For science educators, the realities of designing courses which address these outcomes can be challenging as the outcomes may not have obvious connections to scientific content (Koballa, 2007; Lederman & Abell, 2014). How, then, can science educators best incorporate such outcomes into their courses and teaching?
Our institution has implemented an institution-wide OBE approach that includes affective, introspective, and values-based learning outcomes. This presentation highlights approaches such as peer review, reflective practice, and perspective taking that link scientific course content to these fundamental, life-long learning competencies. After reviewing our teaching strategies through a short round of lightning talks, participants will be encouraged to discuss their own courses with the goal of generating authentic teaching and assessment methods for values-based or affective learning outcomes in the sciences.
References:
Bartimote-Aufflick, K., Bridgeman, A., Walker, R., Sharma, M., & Smith, L. (2016). The study, evaluation, and improvement of university student self-efficacy. Studies in Higher Education, 41(11), 1918-1942.
Biggs, J. B., & Tang, C. S. (2011). Teaching for quality learning at university: what the student does (4th ed). Maidenhead: McGraw-Hill.
Clouston, T. J. (2018). Transforming learning: teaching compassion and caring values in higher education. Journal of Further and Higher Education, 42(7), 1015–1024.
Koballa, T. (2007). Framework for the Affective Domain in Science Education. Retrieved March 19, 2019, from https://serc.carleton.edu/NAGTWorkshops/affective/framework.html.
Lederman, N. G., & Abell, S. K. (Eds.). (2014). Handbook of research on science education. Volume II. New York: Routledge.
Shephard, K. (2008). Higher education for sustainability: seeking affective learning outcomes. International Journal of Sustainability in Higher Education, 9(1), 87–98.