published: volume 2, number 1(2001)

Novice Instructors and Student-Centered Instruction: Identifying and Addressing Obstacles to Learning in the College Science Laboratory

 

Dale Winter

Department of Mathematics
Harvard University
amanita@math.Harvard.edu
Paula Lemons

Department of Biology
Duke University
plemons@duke.edu

Jack Bookman

Department of Mathematics
Duke University
bookman@math.duke.edu

William Hoese

Department of Biological Science
California State University, Fullerton
bhoese@fullerton.edu

abstract

We identify and analyze some widespread problems with the implementation of studentcentered
instruction in introductory college science and mathematics laboratory courses.
Specifically, we observe potential problems with interactions between the instructor and
individual students, interactions between the instructor and small groups of students, and the
instructor’s ability to monitor the learning environment. We describe our underlying
assumptions regarding the purpose and nature of student-centered introductory college
laboratory course, and analyze the problems that we identify using these assumptions. We
provide practical suggestions for dealing with each category of problems.
 

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