Attitude towards science class found to shape performance outcomes
Kate Stickelmaier
Issue date: 12/3/07 Section: News
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The public lecture entitled "Science Literacy, Student Attitudes and Effective Teaching in Large Introductory Earth Science Courses" was held Friday in the Felmley Hall of Science.
According to Dave Malone, chair of the geography-geology department, Jach recently began teaching a few courses at ISU while continuing her work at the Illinois State Geological Survey.
"I know that when she returned to Illinois…we wanted to find something [for her]," Malone said when referring to the completion of Jach's education at Iowa State University. "She graciously helped us out in that capacity."
Her background in student teaching as well as substitute teaching led Jach, along with a colleague at Iowa State University, to research the ways in which non-science majors approach such classes.
"We wanted to see if their attitudes would change over the course of the semester," Jach said.
"It's been proven that positive student attitudes can be linked to improved understanding [of the material]."
Non-science majors make up the majority of the large introductory earth science course populations at ISU and abroad, according to Jach.
"[We thought] maybe as freshmen coming in they'll have a more positive attitude," Jach said when comparing the group's outlook to that of a senior in college. "We didn't find a difference between any of them."
While the subjects in the introductory science classes had relatively negative attitudes, statistically the students all improved grade-wise.
"Science, math and technology majors had a significantly more positive attitude towards science," Jach said.
Jach's research also examined the relationship between what is reported in the news in comparison to what students learn about in class.
"Climate and plate tectonics are my two disparities between what we teach and what's in the news," Jach said. "We looked at the research and how we can use educational research to improve our teaching."
The amount of time a lecturer allows during a question and answer session can also have an effect on a student's train of thought.
"Regardless if you give positive or negative feedback, [it] can be discouraging to students," Jach said. "It's better to just be neutral."
In Jach's opinion, students today are basically taught in the same manner as others were 100 years ago, minus the addition of technological advances, making attitude adjustments an essential part of the learning process.
"Students claim that teachers who have a sense of humor are the best teachers they've ever had," Jach said.
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