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| Autor/inn/en | Soto, Julio G.; Everhart, Jerry |
|---|---|
| Titel | Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course |
| Quelle | In: Bioscene: Journal of College Biology Teaching, 42 (2016) 2, S.3-15 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-2422 |
| Schlagwörter | College Freshmen; College Science; Biology; Team Teaching; Science Instruction; Student Surveys; Comparative Analysis; Research Projects; Problem Solving; College Faculty; Interviews; Focus Groups; California (San Jose) |
| Abstract | Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased significantly in 12 of the categories examined using pre and post assessment instruments. Focus and individual student interviews revealed that students experienced a sense of ownership after completing two, five-week guided inquiry projects. Pass rate for the second semester class increased significantly from 55% to 85%. The percentage of underrepresented students passing the new sequence was higher than 72%, and was 86% at the end of the second year of full course sequence implementation. (As Provided). |
| Anmerkungen | Association of College and Biology Educators. Web site: http://acube.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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