Using the Socratic Method in Large Lecture Courses Increasing Student Interest and Involvement by Forming Instantaneous Groups Thomas A. Holme University of South Dakota, Vermiliion, SD 57069 In this paper, I describe the use of the Socratic method in large lecture courses as implemented in freshman general chemistry a t the University of South Dakota. Rather than question individuals a t random, I address questions to groups of five or six students who are sitting close to each other in the lecture hall. Material is thus developed largely by student response to questions, increasing the overall engagement of the students in the lecture. The success of the method is presented in terms of student opinions obtained by survey The Challenge Posed by the Large Lecture Hall There is widespread and growing concern about the decrease in student interest in the sciences ( I ) . The atmosphere of entry-level science courses, particularly in the quantitative sciences, has been suggested as one cause of the loss of student interest (2).Investigation has proven this and has shown the signifigance of the large lecture hall typically encountered by entry-level students (3). Moreover, adequate learning is not guaranteed when students simply sit and listen to a lecture (4-8). onet the less, the large lecture hall will probably remain a feature of introductory chemistw due to economic necessity. This paper will one means that has been successful in improving the atmosphere of the large lecture setting, thus increasing student interest and involvement in the entry-level chemistry course. The Socratic Style The use of a Socratic teaching style is not particularly novel. In many disciplines it finds widespread application. The concept is simple: Students answer questions during the lecture to advance the discussion, rather than having all information provided by the lecturer. However, there are difficulties in implementing this style of teaching in entry-level science courses. Problems in Implementing the Style In Freshman Classes Large wurses make random questioning (for example, by choosing names from a class list) too intimidating for students. Moreover, many students are likely to miss any given lecture, making such a technique difficult to use. Also, the material typically presented in a n entry-level science course does not lend itself well to discussion. There are correct and incorrect answers, and the topics are often not debatable. This facet is obviously not true of science in general, only the type of science taught in freshman courses. Despite these obstacles, using the method in large lecture courses can be quite rewarding. At the University of South Dakota, we have begun teaching our general chemistry course of 160 students in this manner, and student response has been decidedly positive. In this paper we will Tn s paper was presentee at the conferenceon ' E ements of Research ncreas ng Saoent Engagement in tne Enlry -eve Sc~ence Co~rse", held a1 Jnion Colege. Scnenecraoy, NY. December. 1991
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describe our particular implementation of this method and a polling of student response. Using the Method in Advanced Natural Science Classes The use of questioning during a classroom lecture is common among the natural sciences. Questions are often asked of the class, a t least as a n entire group. Unfortunately, this technique will often fail to involve all students directly because such questions are usually answered quickly by the brightest students, invariably perched near the front of the lecture hall. Most students acquiesce to these circumstances. and simply wait passivelv whenever the lecture turns to such quesiibrung. ' Konetheless. the Socrntic method reauires that students provide answers to questions in order to develop the discussion about a given topic. The questions asked need not be quantitative problems, but simply a means for evoking the material being discussed, as opposed to presenting it as a lecture. If one obtains limited results from questioning the entire class and if random individual questioning is too intimidating, to whom should questions be directed? Seeking student volunteers represents one option that has been used a t Rice University for several years (9).Below we present another method of questioning students used in general chemistry lectures a t the University of South Dakota. Our Method in Practice During a lecture, the instructor roams the lecture hall asking questions. Five or six students who are seated near each other are encouraged to form a small group to supply the answers. In many instances, one or two students within the group do so promptly In others, questions must be rephrased (or additional questions asked) that then lead the group to the desired information. At first we feared that the pauses associated with "remedial" questioning would distract the students, but they indicated otherwise, as shown in the table and in the section on student responses. When a group agrees on an incorrect answer, the instructor initiates a debate. occasionallv bv forming another instantaneous group that may choke k)defendor deny the answer provided by the first moup. Ultimately, the content pursuedby this is cokectiy summarized by the instructor, and perhaps emphasized and explained in a "minilecture" before proceeding to more questioning. An Example: Discussing Electrolytes An example of this method is the following introduction to the concept of an electrolyte. The lecture is begun by simply turning the lights on and off in the room. A small group of students is selected randomly and asked 'What happened?" To which they correctly respond 'You turned the lights on and off!' The same group is then asked "Why did this phenomenon occur?" Again the answer comes eas-
This method is not appropriate for concepts that are highly abstract or new to most of the students, for example, molecular orbital theory. Expecting students to provide the details of a lecture on such a topic is not likely to be fruitful, so the lecturer must simply use a more traditional approach to presenting the material.
Summaty of Student Responses .-
%Yes
64.6 Have you answered a qJeston odr ng a Socrauc leclure? 59.0 Have you known an answer and not offered it? 72.5 Have you experienced this method before? 11.4 73.3 Do you find Socratic lectures less more are more or less helpful for understanding the material? 17.9 78.5 Are paLses associated with the Socratic methoo d straning? 41.7 43.5 Are YOL oener prepared for class OecaLse of the methoo? 78.1 17.1 Would the method be more effective with random questioning of individuals? 62.3 32.1 Would the method be more effective with voluntary contributions awarded extra points? 33.9 61.5 Should any student be able to answer a properly phrased question? 19.8 50.9 Are students hurt or benehurl fitted by offering an incorrect benefitted answer? 24.5 60.4 small Do you prefer questions asked of the whole class or whole groups small groups? class 'Questions are edited for brevity.
Advantages and Drawbacks
15.3
neithe! 3.5
indifferent 14.8
neither 4.8
indifferent 5.6
indifferent 4.6
indifferent 29.3
both1 neutral 15.1
no preference
ily, =becauseelectricity was either supplied or not supplied to the light". A new group is then asked "What is electricity?" This typically evokes the answer "moving electrons". "What stopped them when the light was ofi?"This question ultimately shows the importance of noting the effect that changing the conditions has on the observation, or lack thereof, of electricity. A third group is then asked, "Are electrons the only thing that can lead to electricity?" If the students have done the reading, they will immediately volunteer that charge is the key facet. If not, a follow-up question is asked, such as "Would moving neutrons give rise to electricity?" To this the students respond "No", perhaps without cause. Then I ask 'What are the differences between neutrons and electrons?" This leads the students to the importance of charge, even when they are unprepared. Other Considerations in Using the Method
The style of questioning shown in the previous example can be continued to include the concept of the dissociations of salts in solution, and so on. Thus, the utility of the method does not lie in the complexity of the questions asked but i n getting the students to contribute their knowledge and ideas to conceptual development. Other ideal topics for Socratic lectures include worked examples and observations of classroom demonstrations. For this method to succeed, students must come prepared by completing a textbook reading assignment before the lecture. As a result, they are better prepared to enter the discussiou, and a t least some fraction of them do so, as will be discussed in the next section.
There are several advantages in using the Socratic method particularly in this implementation. The method itself is rather refreshing to the students. Most students find that the format keeps them from daydreaming by virtue of its diversity-even when they are not the one actively providing the answers. Thus, this teaching style enhances active listening. The method is also ultimately more entertaining for the lecturer. One of the most common challenges in teaching entry-level courses is maintaining daily enthusiasm ahout material that is luahlv familiar. Instructors are kept alert by the need to respond quickly to student answers and to redirect questions artfully. The required spontaneity of this interaction poses a n intellectual challenge that can be stimulating and rewarding for the instructor as well as the class. Our specific implementation of the Socratic method also affords significant advantages, some of which will be detailed in the next section. The one notable drawback to the use of the method is coverage. Because pauses are inevitable, roughly 15 to 20% less textual material will be addressed in the class during the course of a year. The "tyranny" of coverage represents a separateissue. This loss ofmaterial is not unduly large, and if the students' understanding of fundamental topics is improved, as test scores indicate, this percentage is arguably acceptable. Student Responses Ultimately, the utility of the method lies in its results. By all indications, this method has increased the level of student interest in the entry-level course. However, this statement is not supported by a control situation because the use of the Socratic method was introduced with several other changes in the course. Although much of the evidence is anecdotal, we quantified the nature of student response by surveying student opinion using a questionaire and by accepting comments. Student response was measured by a voluntaly survey taken after they had completed 75% of a course in which some lectures were given using the Somatic method. The oartici~antsin the survev were assured anonvrnitv . . and were even p e n the option of retyping their survey if they were concerned that their handwritina would be identifiable. No student opted for this extra p&aution. A total of 111 students took art in the survev. which reuresented 69%of thc enrollment. ~ ~ ~ r o x i m a20 t eminutes b was set aside from the lecture to allow students to respond to the survey. The questions and a summary of the reBponses are provided in the table. However, the simple statistical information presented in t h e table does not provide a complete picture of the students' assessment of the teaching method. Students' comments have provided considerable insight into the impact of the method, albeit anecdotal a t this time. Several points of this anecdotal evidence are worthy of note.
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Favorable Comments Improved Classroom Atmosphere There are notable indications that the use of instantaneous groups has an important side benefit. Several students mentioned that lectures carried out in this manner Volume 69 Number 12 December 1992
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serve to break down the feel of the large lecture courses. The atmosohere.. oarticularlv when thev are a part of the group being questioned, is more intimate and personal. For example, as one student noted, &
Small groups [are preferred], it seems like you are asking more directly and more personally. Other students noted that questioning the small group seemed more Like "1 on 1" interaction. This response was not anticipated, and yet it represents perhaps the most profound impact of the method. A primaw concern of the large lecture hall setting is the depersonalization students feel (31, and the use of instantaneous groups appears to help. More than half of the students surveyed said they preferred questioning of small groups, so the perception of receiving more individualized attention appears to be widespread. One could argue that the use of instantaneous groups within other, non-Socratic, teaching styles might have a similar benefit. In addition. as a factor in the Socratic method, the omtection afforded by the small group seems to be important. Students overwhelminelv disfavored the oractice of askine individual students to answer questions (see the table). contrast. the instantaneous m u o. was well-received; 60% prefer &ing questioned as a member of a group, rather than as a member of the entire class. One student's comment exemplifies these feelings.
~y
I like the small pups. Then you feel like an individual but not as intimidated as when you're asked individually.
Increased Understanding Most students (73%) find that Socratic lectures helo them understand t'he material. The requisite pauses in thk lecture, while waiting for the group to answer, allow students time to digest information and transpose it into their own mind frame. The method allows more students to be involved in the lecture. As one student noted, Getting involved always makes it easier to understand.
Some students felt that the method doesn't help as much when topics are difficult; the method is more successful in reinforcing previously covered material. Many entry-level students have had science in secondary schools. This also might affect the overall success of the course, including the goal of keeping science students interested in their majors. Learning tiom Their Mistakes Rather surprisingly, a slight majority of the students (51%)felt that students benefit fmm the experience of giving a wrong answer before the class. Many other students felt that the effect on the student's attitude would vary deoendine on the oersonalitv of the individual student. Others felt-that thikey factoE is the instructor's response. As one student noted, I know I feel hurt when I've answered a question incorrectly, but it also depends on how the teacher responds.
However, some respondents complained that they often found it difficult to sort out the correct emlanation aRer hearing another student provide a wrong answer. Again, instructor intervention and response play a key role for the entire class when instantaneous groups answer incorrectly. 976
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Some Mixed Results
Other eoals inusine the method were not achieved. Onlv 43% of students felt-that they come to class better preoared. However. some students noted with enthusiasm ;hat the use of the Socratic method was an incentive to keeo UD. Others claimed with some disdain that the method merely contributed to their stress level: They would not bow to the pressure and keep up solely on its account. Thus, while preparedness was a prime motivator for implementing the method, it was not a prime result. Even when an instructor directs questions to a small e r o u ~the . oroblem of intimidation remains. Amaioritv of stud&ts (
