Effective Learning and Teaching

Adib Rifqi Setiawan & Siti Koimah

23 September 2019

Effective Learning and Teaching

Adib Rifqi Setiawan 1), Siti Koimah 2)
1)
Pondok Pesantren Ath-Thullab
1)
Jl. KH. Turaichan Adjhuri No.23, Kajeksan, Kabupaten Kudus, 59315, Indonesia
1)
Contact: alobatnic@gmail.com
2)
Program Studi Pendidikan Biologi - Universitas PGRI Semarang
2)
Jl. Sidodadi Timur No.24, Karangtempel, Kota Semarang, 50232, Indonesia
2)
Contact: sitikoimah030@gmail.com

ABSTRACT
Although science education emphasizes what students should learn, it also recognizes that
how science is taught is equally important. In planning instruction, effective teachers draw on
a growing body of research knowledge about the nature of learning and on craft knowledge
about teaching that has stood the test of time. Typically, they consider the special
characteristics of the material to be learned, the background of their students, and the
conditions under which the teaching and learning are to take place. This article presents—
nonsystematically and with no claim of completeness—some principles of learning and
teaching that characterize the approach of such teachers. Many of those principles apply to
learning and teaching in general, but clearly some are especially important in science,
mathematics, and technology education. For convenience, learning and teaching are
presented here in separate sections, even though they are closely interrelated.

Keywords: learning; science education; teaching

PRINCIPLES OF LEARNING

Learning Is Not Necessarily an Outcome of Teaching

Cognitive research is revealing that even with what is taken to be good instruction, many
students, including academically talented ones, understand less than we think they do. With
determination, students taking an examination are commonly able to identify what they have
been told or what they have read; careful probing, however, often shows that their
understanding is limited or distorted, if not altogether wrong. This finding suggests that
parsimony is essential in setting out educational goals: Schools should pick the most
important concepts and skills to emphasize so that they can concentrate on the quality of
understanding rather than on the quantity of information presented.

What Students Learn Is Influenced by Their Existing Ideas

People have to construct their own meaning regardless of how clearly teachers or books tell
them things. Mostly, a person does this by connecting new information and concepts to what
he or she already believes. Concepts—the essential units of human thought—that do not have
multiple links with how a student thinks about the world are not likely to be remembered or
useful. Or, if they do remain in memory, they will be tucked away in a drawer labeled, say,
"biology course, 2019," and will not be available to affect thoughts about any other aspect of

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23 September 2019

the world. Concepts are learned best when they are encountered in a variety of contexts and
expressed in a variety of ways, for that ensures that there are more opportunities for them to
become imbedded in a student's knowledge system.

But effective learning often requires more than just making multiple connections of new
ideas to old ones; it sometimes requires that people restructure their thinking radically. That
is, to incorporate some new idea, learners must change the connections among the things they
already know, or even discard some long-held beliefs about the world. The alternatives to the
necessary restructuring are to distort the new information to fit their old ideas or to reject the
new information entirely. Students come to school with their own ideas, some correct and
some not, about almost every topic they are likely to encounter. If their intuition and
misconceptions are ignored or dismissed out of hand, their original beliefs are likely to win
out in the long run, even though they may give the test answers their teachers want. Mere
contradiction is not sufficient; students must be encouraged to develop new views by seeing
how such views help them make better sense of the world.

Progression in Learning Is Usually From the Concrete to the Abstract

Young people can learn most readily about things that are tangible and directly accessible to
their senses—visual, auditory, tactile, and kinesthetic. With experience, they grow in their
ability to understand abstract concepts, manipulate symbols, reason logically, and generalize.
These skills develop slowly, however, and the dependence of most people on concrete
examples of new ideas persists throughout life. Concrete experiences are most effective in
learning when they occur in the context of some relevant conceptual structure. The
difficulties many students have in grasping abstractions are often masked by their ability to
remember and recite technical terms that they do not understand. As a result, teachers—from
kindergarten through college—sometimes overestimate the ability of their students to handle
abstractions, and they take the students' use of the right words as evidence of understanding.

People Learn to Do Well Only What They Practice Doing

If students are expected to apply ideas in novel situations, then they must practice applying
them in novel situations. If they practice only calculating answers to predictable exercises or
unrealistic "word problems," then that is all they are likely to learn. Similarly, students cannot
learn to think critically, analyze information, communicate scientific ideas, make logical
arguments, work as part of a team, and acquire other desirable skills unless they are permitted
and encouraged to do those things over and over in many contexts.

Effective Learning by Students Requires Feedback

The mere repetition of tasks by students—whether manual or intellectual—is unlikely to lead

to improved skills or keener insights. Learning often takes place best when students have
opportunities to express ideas and get feedback from their peers. But for feedback to be most
helpful to learners, it must consist of more than the provision of correct answers. Feedback
ought to be analytical, to be suggestive, and to come at a time when students are interested in
it. And then there must be time for students to reflect on the feedback they receive, to make
adjustments and to try again—a requirement that is neglected, it is worth noting, by most
examinations—especially finals.

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Expectations Affect Performance

Students respond to their own expectations of what they can and cannot learn. If they believe
they are able to learn something, whether solving equations or riding a bicycle, they usually
make headway. But when they lack confidence, learning eludes them. Students grow in self-
confidence as they experience success in learning, just as they lose confidence in the face of
repeated failure. Thus, teachers need to provide students with challenging but attainable
learning tasks and help them succeed.

What is more, students are quick to pick up the expectations of success or failure that others
have for them. The positive and negative expectations shown by parents, counselors,
principals, peers, and—more generally—by the news media affect students' expectations and
hence their learning behavior. When, for instance, a teacher signals his or her lack of
confidence in the ability of students to understand certain subjects, the students may lose
confidence in their ability and may perform more poorly than they otherwise might. If this
apparent failure reinforces the teacher's original judgment, a disheartening spiral of
decreasing confidence and performance can result.

TEACHING SCIENCE, MATHEMATICS, AND TECHNOLOGY

Teaching Should Be Consistent With the Nature of Scientific Inquiry

Science, mathematics, and technology are defined as much by what they do and how they do
it as they are by the results they achieve. To understand them as ways of thinking and doing,
as well as bodies of knowledge, requires that students have some experience with the kinds of
thought and action that are typical of those fields. Teachers, therefore, should do the
following:

Start With Questions About Nature

Sound teaching usually begins with questions and phenomena that are interesting and familiar
to students, not with abstractions or phenomena outside their range of perception,
understanding, or knowledge. Students need to get acquainted with the things around them—
including devices, organisms, materials, shapes, and numbers—and to observe them, collect
them, handle them, describe them, become puzzled by them, ask questions about them, argue
about them, and then to try to find answers to their questions.

Engage Students Actively

Students need to have many and varied opportunities for collecting, sorting and cataloging;
observing, note taking and sketching; interviewing, polling, and surveying; and using hand
lenses, microscopes, thermometers, cameras, and other common instruments. They should
dissect; measure, count, graph, and compute; explore the chemical properties of common
substances; plant and cultivate; and systematically observe the social behavior of humans and
other animals. Among these activities, none is more important than measurement, in that
figuring out what to measure, what instruments to use, how to check the correctness of
measurements, and how to configure and make sense out of the results are at the heart of
much of science and engineering.

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Concentrate on the Collection and Use of Evidence

Students should be given problems—at levels appropriate to their maturity—that require

them to decide what evidence is relevant and to offer their own interpretations of what the
evidence means. This puts a premium, just as science does, on careful observation and
thoughtful analysis. Students need guidance, encouragement, and practice in collecting,
sorting, and analyzing evidence, and in building arguments based on it. However, if such
activities are not to be destructively boring, they must lead to some intellectually satisfying
payoff that students care about.

Provide Historical Perspectives

During their school years, students should encounter many scientific ideas presented in
historical context. It matters less which particular episodes teachers select (in addition to the
few key episodes presented in Chapter 10) than that the selection represent the scope and
diversity of the scientific enterprise. Students can develop a sense of how science really
happens by learning something of the growth of scientific ideas, of the twists and turns on the
way to our current understanding of such ideas, of the roles played by different investigators
and commentators, and of the interplay between evidence and theory over time.

History is important for the effective teaching of science, mathematics, and technology also
because it can lead to social perspectives—the influence of society on the development of
science and technology, and the impact of science and technology on society. It is important,
for example, for students to become aware that women and minorities have made significant
contributions in spite of the barriers put in their way by society; that the roots of science,
mathematics, and technology go back to the early Egyptian, Greek, Arabic, and Chinese
cultures; and that scientists bring to their work the values and prejudices of the cultures in
which they live.

Insist on Clear Expression

Effective oral and written communication is so important in every facet of life that teachers
of every subject and at every level should place a high priority on it for all students. In
addition, science teachers should emphasize clear expression, because the role of evidence
and the unambiguous replication of evidence cannot be understood without some struggle to
express one's own procedures, findings, and ideas rigorously, and to decode the accounts of
others.

Use a Team Approach

The collaborative nature of scientific and technological work should be strongly reinforced
by frequent group activity in the classroom. Scientists and engineers work mostly in groups
and less often as isolated investigators. Similarly, students should gain experience sharing
responsibility for learning with each other. In the process of coming to common
understandings, students in a group must frequently inform each other about procedures and
meanings, argue over findings, and assess how the task is progressing. In the context of team
responsibility, feedback and communication become more realistic and of a character very
different from the usual individualistic textbook-homework-recitation approach.

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23 September 2019

Do Not Separate Knowing From Finding Out

In science, conclusions and the methods that lead to them are tightly coupled. The nature of
inquiry depends on what is being investigated, and what is learned depends on the methods
used. Science teaching that attempts solely to impart to students the accumulated knowledge
of a field leads to very little understanding and certainly not to the development of
intellectual independence and facility. But then, to teach scientific reasoning as a set of
procedures separate from any particular substance—“the scientific method,” for instance—is
equally futile. Science teachers should help students to acquire both scientific knowledge of
the world and scientific habits of mind at the same time.

Deemphasize the Memorization of Technical Vocabulary

Understanding rather than vocabulary should be the main purpose of science teaching.
However, unambiguous terminology is also important in scientific communication and—
ultimately—for understanding. Some technical terms are therefore helpful for everyone, but
the number of essential ones is relatively small. If teachers introduce technical terms only as
needed to clarify thinking and promote effective communication, then students will gradually
build a functional vocabulary that will survive beyond the next test. For teachers to
concentrate on vocabulary, however, is to detract from science as a process, to put learning
for understanding in jeopardy, and to risk being misled about what students have learned.

Science Teaching Should Reflect Scientific Values

Science is more than a body of knowledge and a way of accumulating and validating that
knowledge. It is also a social activity that incorporates certain human values. Holding
curiosity, creativity, imagination, and beauty in high esteem is certainly not confined to
science, mathematics, and engineering—any more than skepticism and a distaste for
dogmatism are. However, they are all highly characteristic of the scientific endeavor. In
learning science, students should encounter such values as part of their experience, not as
empty claims. This suggests that teachers should strive to do the following:

Welcome Curiosity

Science, mathematics, and technology do not create curiosity. They accept it, foster it,
incorporate it, reward it, and discipline it—and so does good science teaching. Thus, science
teachers should encourage students to raise questions about the material being studied, help
them learn to frame their questions clearly enough to begin to search for answers, suggest to
them productive ways for finding answers, and reward those who raise and then pursue
unusual but relevant questions. In the science classroom, wondering should be as highly
valued as knowing.

Reward Creativity

Scientists, mathematicians, and engineers prize the creative use of imagination. The science
classroom ought to be a place where creativity and invention—as qualities distinct from
academic excellence—are recognized and encouraged. Indeed, teachers can express their own
creativity by inventing activities in which students' creativity and imagination will pay off.

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Encourage a Spirit of Healthy Questioning

Science, mathematics, and engineering prosper because of the institutionalized skepticism of

their practitioners. Their central tenet is that one's evidence, logic, and claims will be
questioned, and one's experiments will be subjected to replication. In science classrooms, it
should be the normal practice for teachers to raise such questions as: How do we know? What
is the evidence? What is the argument that interprets the evidence? Are there alternative
explanations or other ways of solving the problem that could be better? The aim should be to
get students into the habit of posing such questions and framing answers.

Avoid Dogmatism

Students should experience science as a process for extending understanding, not as

unalterable truth. This means that teachers must take care not to convey the impression that
they themselves or the textbooks are absolute authorities whose conclusions are always
correct. By dealing with the credibility of scientific claims, the overturn of accepted scientific
beliefs, and what to make out of disagreements among scientists, science teachers can help
students to balance the necessity for accepting a great deal of science on faith against the
importance of keeping an open mind.

Promote Aesthetic Responses

Many people regard science as cold and uninteresting. However, a scientific understanding
of, say, the formation of stars, the blue of the sky, or the construction of the human heart need
not displace the romantic and spiritual meanings of such phenomena. Moreover, scientific
knowledge makes additional aesthetic responses possible—such as to the diffracted pattern of
street lights seen through a curtain, the pulse of life in a microscopic organism, the
cantilevered sweep of a bridge, the efficiency of combustion in living cells, the history in a
rock or a tree, an elegant mathematical proof. Teachers of science, mathematics, and
technology should establish a learning environment in which students are able to broaden and
deepen their response to the beauty of ideas, methods, tools, structures, objects, and living
organisms.

Science Teaching Should Aim to Counteract Learning Anxieties

Teachers should recognize that for many students, the learning of mathematics and science
involves feelings of severe anxiety and fear of failure. No doubt this results partly from what
is taught and the way it is taught, and partly from attitudes picked up incidentally very early
in schooling from parents and teachers who are themselves ill at ease with science and
mathematics. Far from dismissing math and science anxiety as groundless, though, teachers
should assure students that they understand the problem and will work with them to
overcome it. Teachers can take such measures as the following:

Build on Success

Teachers should make sure that students have some sense of success in learning science and
mathematics, and they should deemphasize getting all the right answers as being the main
criterion of success. After all, science itself, as Alfred North Whitehead said, is never quite
right. Understanding anything is never absolute, and it takes many forms. Accordingly,

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teachers should strive to make all students—particularly the less-confident ones—aware of

their progress and should encourage them to continue studying.

Provide Abundant Experience in Using Tools

Many students are fearful of using laboratory instruments and other tools. This fear may
result primarily from the lack of opportunity many of them have to become familiar with
tools in safe circumstances. Girls in particular suffer from the mistaken notion that boys are
naturally more adept at using tools. Starting in the earliest grades, all students should
gradually gain familiarity with tools and the proper use of tools. By the time they finish
school, all students should have had supervised experience with common hand tools,
soldering irons, electrical meters, drafting tools, optical and sound equipment, calculators,
and computers.

Support the Roles of Girls and Minorities in Science

Because the scientific and engineering professions have been predominantly male and white,
female and minority students could easily get the impression that these fields are beyond
them or are otherwise unsuited to them. This debilitating perception—all too often reinforced
by the environment outside the school—will persist unless teachers actively work to turn it
around. Teachers should select learning materials that illustrate the contributions of women
and minorities, bring in role models, and make it clear to female and minority students that
they are expected to study the same subjects at the same level as everyone else and to
perform as well.

Emphasize Group Learning

A group approach has motivational value apart from the need to use team learning (as noted
earlier) to promote an understanding of how science and engineering work. Overemphasis on
competition among students for high grades distorts what ought to be the prime motive for
studying science: to find things out. Competition among students in the science classroom
may also result in many of them developing a dislike of science and losing their confidence in
their ability to learn science. Group approaches, the norm in science, have many advantages
in education; for instance, they help youngsters see that everyone can contribute to the
attainment of common goals and that progress does not depend on everyone's having the
same abilities.

Science Teaching Should Extend Beyond the School

Children learn from their parents, siblings, other relatives, peers, and adult authority figures,
as well as from teachers. They learn from movies, television, radio, records, trade books and
magazines, and home computers, and from going to museums and zoos, parties, club
meetings, rock concerts, and sports events, as well as from schoolbooks and the school
environment in general. Science teachers should exploit the rich resources of the larger
community and involve parents and other concerned adults in useful ways. It is also
important for teachers to recognize that some of what their students learn informally is
wrong, incomplete, poorly understood, or misunderstood, but that formal education can help
students to restructure that knowledge and acquire new knowledge.

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23 September 2019

Teaching Should Take Its Time

In learning science, students need time for exploring, for making observations, for taking
wrong turns, for testing ideas, for doing things over again; time for building things,
calibrating instruments, collecting things, constructing physical and mathematical models for
testing ideas; time for learning whatever mathematics, technology, and science they may need
to deal with the questions at hand; time for asking around, reading, and arguing; time for
wrestling with unfamiliar and counterintuitive ideas and for coming to see the advantage in
thinking in a different way. Moreover, any topic in science, mathematics, or technology that
is taught only in a single lesson or unit is unlikely to leave a trace by the end of schooling. To
take hold and mature, concepts must not just be presented to students from time to time but
must be offered to them periodically in different contexts and at increasing levels of
sophistication.