Could Applying These 2 Research-Tested Methods Improve High School Science?

My previous posts have reviewed literature concerning current research on the state of science in today's high schools. We saw how teachers are not taking advantage of the incredibly interest their students have in science. This post will review a piece of literature titled 2 Research-Tested Learning Strategies and I will suggest ways to apply this in a high school science curriculum.

The above article was published by Edutopia, an amazing site for teachers and parents regarding the education of our students. Check it out by clicking on the word Edutopia. The two learning strategies explained in this article are both ground-breaking and straightforward in their simplicity. The first is spaced practice. The second is retrieval practice.

1. Spaced Practice
This is the more unknown of the two. This learning method involves using equally spaced breaks when reviewing information. For example, when studying for a final exam, a student may study all the material anew each month. To use spaced practice they would begin each month with the first information taught in class. Continuing in this pattern was found to help students learn and store new information.

A way that we science teachers can use this in our teaching is to begin with very basic principles and then build off of that. We would then choose a time period, for example three weeks, and then again go over the basic principles, what was covered in the prior three weeks, and then add new relative information. This creates a continuing line of thought for the students and helps them better relate and understand the information

Week 1: General Taxonomy
Week 2: Details revolving around a taxonomic category such as kingdom Plantae
Week 3: Practical application of organisms in Plantae
Week 4: Review general taxonomic structure, general characteristics of Plantae, practical application
Week 5: Proceed to move on to another taxonomic category such as Animalia


2. Retrieval Practice
This is the more known and more commonly used of the learning methods. This is the principle upon which tests and quizzes are based. However, multiple other retrieval tools should be used as well to accommodate other learning types.

A way that we science teachers can implement this in our classrooms is to integrate constant retrieval exercises other than periodic tests and quizzes. For example, having daily discussions about what was covered in the last period would help activate their mind and allow them to put it further to memory.