Emotional intelligence and social skills: Necessary components of hands-on learning in science classes

Abstract

The multiple intelligences are familiar concepts to K-12 teachers and to many university professors, especially those in teacher education. The majority of educators have also heard of Daniel Goleman and the concept termed “emotional intelligence.” Emotional intelligence is rarely discussed as an important variable in the classroom, however, even though it has a profound influence on student learning. It should, therefore, inform decisions regarding the type and variety of instructional activities. Goleman’s (1995) research supports the claim that emotional intelligence, even more than IQ, is the most reliable predictor of success in school and in life. In this article, emotional intelligence is presented as the foundation for social skills—skills that students must possess to successfully work together collaboratively and in cooperative groups. Research conducted in U.S. classrooms indicates that the benefits of cooperative group learning depend on the quality of the interactions that occur. When the interactions are respectful and inclusive, more frequent use of small groups is associated with increases in academic and prosocial outcomes. When group interactions are disrespectful and inequitable, frequent use of groups is associated with reduced academic and prosocial outcomes. Linn, Lewis, Tsuchida, and Songer (2000) suggested that science education, as well as academic instruction of all kinds, should be studied in the larger context of students’ social and ethical development (i.e., responsibility, helpfulness, and the willingness and capacity to express disagreement respectfully); however, few reform efforts in the U.S. focus simultaneously on academic content, social development, and character development (Schaps, Watson, & Lewis, 1997).