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• W2090517076 abstract "I strongly agree with the commentary by Sheldon Schuster [1] supporting the initiation of efforts to change the way we approach science teaching. However, I was struck that insight on how to change our approach to education may be found in this quote in the following commentary by Graham Parslow [2]: “ … in tertiary teaching, we have been immersed in pedagogy (literally, child teaching), when we should be moving on to androgogy (adult teaching)… “ The word pedagogy was used to refer to the Greek household slave that escorted the family children to and from school. I feel that this word is quite appropriately used in conjunction with primary and secondary education. The student population is developmentally in step, and the teacher has the clear objective of getting as many students as possible to meet the collective educational goals for that grade level. Search the Web for the word pedagogy, and you will literally find thousands of sources of information about the art and science of educating the pre-tertiary students. Androgogy is used to contrast with pedagogy and refers to the field of adult education. Adult education is qualitatively and quantitatively different from primary and secondary education. The student population is not entrained in terms of common background knowledge, common level of cognitive development, or common source of motivation. The adult learner has a self-directed personality and is not only functioning independently of the instructor but may act as an independent resource in the collective learning interaction. It is clear to me that undergraduate education fits somewhere between pedagogy and androgogy. For the purpose of this discussion, I would like to introduce the term mystagogy to describe the undergraduate science experience. Mystagogy is also of Greek origin, meaning someone who serves as a guide to persons being initiated into temple secrets. The term seems not to be much used by the general education community but is used in conjunction with religious instruction for the Catholic and Orthodox Christian churches. It may seem strange to select a word that seems to overlap with religious education to describe science education, but I do like the concept of mystagogy as it relates to the initiation process we call undergraduate education. Pedagogy relates to the education of children, but mystagogy concerns the development and maturation of the nascent scientist during the undergraduate years. It is a time during which we must match a progressive acquisition of discipline-specific knowledge and understanding with the cognitive development of the individual. It is also a time during which those with the talent and ability to continue in science must be identified and nurtured. We have an important professional responsibility in helping those students who aspire to a career in science to begin the transformation to the professional world of individualized knowledge and expertise in our upper level science classes. Mystagogy must be an individualized process that permits different students to progress at different rates. In my opinion, this is perhaps the most compelling reason for moving from a transmission model of instruction (i.e. traditional lecture) at the undergraduate level and adopting at least some degree of student-centered instruction. The transmission model is not well suited for an environment populated by students with different levels of development and prior knowledge. In contrast, the student-centered model adapts to this situation by focusing on peer interactions to take advantage of different knowledge and development levels in a collaborative synergy. The advanced student is not held to the rate of learning of the class as a group, serving as an auxiliary source of knowledge and expertise for other students and simultaneously providing themselves with additional intrinsic feedback. An additional characteristic of the mystagogy of undergraduate education is the marked gradient of cognitive development that the students undergo during this period. The performance expectations for a class of first year students versus a summative course for students about to graduate are different not only because of the differing prior knowledge in these populations but also because of the cognitive development and maturity. Many first year students will still be in a dualistic mode and have difficulty with open-ended questions; they are still focused on the “right answer.” If we have been successful as teachers, the class of senior students will have a deep knowledge of the discipline but will additionally have developed skills at analysis, extrapolation, integration, and assessment. The science courses in the undergraduate curriculum should contain an intrinsic learning environment gradient that parallels the cognitive development of the students that populate these courses. The upper level class should clearly be a different experience from an introductory class, requiring a significant knowledge base and considerable expertise at analysis and evaluation as well as fostering the development an epistemic understanding of science. Our curriculum should have two goals: help as many students as possible develop the traits and skills necessary to function as a scientist and help students develop sufficient metacognition to permit them to regulate their own development as scientists." @default.
• W2090517076 created "2016-06-24" @default.
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• W2090517076 date "2006-09-01" @default.
• W2090517076 modified "2023-09-24" @default.
• W2090517076 title "Commentary: Science education as mystagogy?" @default.
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• W2090517076 doi "https://doi.org/10.1002/bmb.2006.494034052664" @default.
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