| Chapter 2: | Background Study |
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Research literature about the traditional methods of lecture and demonstration and the “inform, verify, practice” format in science teaching indicated that students do not have time to acquire much understanding of basic science, and thus most learning turns to rote memorization (Caprio, Powers, Kent, & Harriman, 1998; Simonis & Cumo, 1993). Bencze and Hodson (1999) shared similar thoughts about teacher's didactic styles and approaches to investigative work in which students follow teachers’ curricula to predict and verify predetermined outcomes.
In this climate of authority and conformity, many students lean more toward a right-answer orientation, rather than trying to understand the fundamental principles and applying them in novel situations (Hodson, 1998). Such students have not been acculturated into science; rather they have been acculturated and assimilated into school. They learn to be “compliant students, rather than good scientists and effective learners” (Hodson, 1998, p. 779). Rakow's (1999) response to TIMSS on behalf of the NSTA emphasized the need for challenging curricula that actively involve students in their own learning and for in-depth understanding of a limited number of topics through hands-on investigation of authentic science. This is in contrast to students considering the process of science as a linear, unproblematic, unambiguous, and inevitable path to proven science (Bencze & Hodson, 1999).
Recent efforts to reform science curriculum also call for incorporating ideas such as constructivist teaching, hands-on science, teaching process skills, interdisciplinary curricula, use of technology, cooperative learning, alternative assessment, and inquiry-based curricula (Hammrich, 1998; NRC, 1996). Teachers have been urged to create classroom settings that foster better student understandings of science concepts and to develop student abilities to participate in scientific investigations and activities (Hammrich, 1998; NRC, 1996). Siversten (1993) also advocated for hands-on/minds-on experiences in science: