I teach advanced science courses. Many of my students see school as a competition so they just want the correct answers to study for a good grade. How do I help build student ownership for learning in my science classroom?
–Chelia, Louisiana

Student ownership of learning is a paradigm shift for the teacher as well as the student. We develop this shift by preparing lessons with the end in mind. We must ask ourselves, “What do I want my students to learn from this unit?” As we plan with a conceptual mindset, our instructional strategies and activities must align with this thought process. Instead of fill-in-the-blank notes and worksheets, we plan for students to do more meaningful and creative tasks that will engage them in the content as we facilitate their learning.
Building scientific content knowledge is important and learning appropriate terminology is crucial so graphic organizers—such as the Frayer Model in which students write a word’s definition, restate in their own words, draw a picture, then give an example of its usage—makes the students responsible for comprehension. We must ask our students, “What are you learning?” instead of “What are you doing?” Posting, “What am I learning and how does it apply to me?” in your classroom is a fundamental reminder for both educators and students. As teachers, we must plan opportunities for students to process and apply knowledge, not simply recite or regurgitate information. Yes, science is innately an active subject, but most importantly, science is a way of thinking where we ask questions, gather information to make informed decisions, and apply our knowledge toward the betterment of our society.