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Active learning strategies
for the undergraduate
science classroom
Damon Chaky
LDEO of Columbia University
Goldschmidt ‘05
Teaching Geochemistry Workshop
18—20 May, 2005
Active Learning
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Students apply their skills
during classtime
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Students can learn from
other students
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Instructor learns of
stumbling blocks before it’s
too late
Workshop-like experience
EVERYONE participates
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Small groups are less
intimidating forums for
discussion
General Applications
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Discussion of
complicated figures
Discussion of real
data/experiments
Critical discussion of
primary literature
Introduction of new
concepts
Some Specific Strategies
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“Think / Pair / Share” discussion
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Case study / Interrupted case study
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Short homework/exam-like problems in a group setting
Students learn what is expected of them in an exam
Instructor can identify difficulties early
Debate
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Several groups tackle separate aspects of large project
Problem-based learning
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Stepwise exploration of experimental design and data
Divide and conquer (“Jigsaw Learning”)
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Pose a question (figure, concept, data…)
Students discuss in small groups – two heads are better than one
Instructor synthesizes group responses
Data interpretation
Labs / Fieldwork / Data collection
Exam review / Class recap

Have groups come up with a list of important topics / themes / problematic
material as a summary of class or as preparation for an exam
“Think / Pair / Share” Example:
Workshop Approach
What DOES work in your classroom?
What DOESN’T work?
What are the assumptions behind this data?
What are the implications?
How could the data presentation be improved?
Compile answers on the board, synthesize concepts
“Think / Pair / Share” Example:
Complicated Figure
“Think / Pair / Share” Example:
Complicated Figure
Interrupted Case Study Example:
Geochemical Tracers at K-T
Boundary
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Handout-driven
discussion of short
research article (e.g.
Science Brevia)
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Allow students to design
experiment and predict
data
Discussion of all parts of an
experiment
Reveal the real
data/approach at the end of
each step
(See PDF file:
Chaky_InterruptedCa
seStudy.pdf)
“Jigsaw Learning” Example: Flores Man
“Jigsaw Learning” Example: Flores Man
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Handout-based directed reading of two Nature articles
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Morwood et al., Nature 431:1087-1091. October, 2004.
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Brown et al., Nature 431:1055-1061. October, 2004.
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Archaeology
Description
Age
H. florenesius as a member of Homo
H. florenesius compared to other hominid species
Theories for small stature
Each group tackles a specific section of the paper
Groups provide a summary of their findings for the rest
of the class
Instructor fills in gaps
Summary
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Active learning is easy to incorporate, esp. in smaller
classes
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Classroom setting allows the instructor to identify
problem areas/concepts
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Almost any question could become a “pair and share” question
Two heads are better than one for learning new material
Can tailor a more effective learning experience
Students come to class expecting to be challenged
Lots of resources:
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http://serc.carleton.edu/NAGTWorkshops/geochemistry/
University teaching centers
Case Study Center at SUNY Buffalo
Journal of College Science Teaching
Journal of Geoscience Education