Teach students how to think for themselves and they will learn more and perform better. That’s the startling conclusion of Steve Rissing,a professor of evolution, ecology and organismal biology at Ohio State University, who presented his findings during a talk at the American Association for the Advancement of Science in San Francisco.

First year biology students were previously being taught using what Rissing called the “cookbook method” which gave them step-by-step instructions on how to carry out an experiment and display their results. They were also provided with a standard, prepared enzyme solution.

Rissing conducted his own experiment, by dividing 300 students into two groups, one that used the cookbook method and a second group that was given less instruction and more room and freedom to use critical thinking and hands-on discovery. They also had to prepare their own enzyme solution from a piece of raw turnip.

Following the experiment, students were all asked one simple question “Where are enzymes found?” The answer is: from living tissue. Of the students in the cookbook group, only 23 percent got the right answer. But 83 percent of the students who had less instruction and therefore developed their own method, answered the question correctly.

The real discovery is that when allowed to discover and think, students increase knowledge and perform better than when given step-by-step instructions.

Rissing’s overarching goal is to teach students to be independent and objective thinkers, to create a group of scientifically literate citizens who can intelligently discuss multi-faceted issues such as stem cell biology, evolution, genetically modified organisms and the like. This applies to science majors and non-majors alike.

Scientific Literacy Happens…When Students Think for Themselves - Ohio State University Research News

Highly accomplished and talented people rely heavily on their working memory, a short-term memory system than maintains relevant information in an active state which can be accessed quickly. However, when under pressure, the stress and distractions interfere with their higher working memory and deplete cognitive resources.

Research done by Sian Beilock, Associate Professor of Psychology at the Universtiy of Chicago and presented at the annual meeting of the American Association for the Advancement of Science, shows that when under pressure, talented people end up resorting to the same problem solving techniques used by lower performers. These methods can include guessing and estimating. Use of these strategies undermined the accuracy of those who normally perform at higher levels.

Students participating in the study were given mathematical tests and told they would be paid for right answers - but only if a partner, chosen randomly, also got the right answer. To increase the pressure, students were told their partners had solved the problem correctly.

Adding pressure had no effect on those whose working memory was more limited and their performance was no worse for the added stress. But for those who usually find their superior working memory to be an advantage, the addition of stress to the situation hampered their cognitive performance.

University of Chicago