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Autor/inn/en | Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G. |
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Titel | Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology |
Quelle | In: CBE - Life Sciences Education, 15 (2016) 1, Artikel 3 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1931-7913 |
DOI | 10.1187/cbe.15-03-0062 |
Schlagwörter | Biology; Science Instruction; Item Response Theory; Student Centered Learning; Undergraduate Students; Educational Change; Active Learning; Teaching Methods; Formative Evaluation; Introductory Courses; Cooperative Learning; Science Tests; Scores; Comparative Analysis; Statistical Analysis; Student Attitudes; Metacognition; Classroom Observation Techniques; STEM Education; Multiple Regression Analysis; Washington Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Item-Response-Theorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungsreform; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Kooperatives Lernen; Statistische Analyse; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; STEM |
Abstract | Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. (As Provided). |
Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |