A Large, First-Year, Introductory, Multi-Sectional Biological Concepts of Health Course Designed to Develop Skills and Enhance Deeper Learning

Autor/inn/en	Murrant, Coral L.; Dyck, David J.; Kirkland, James B.; Newton, Genevieve S.; Ritchie, Kerry L.; Tishinsky, Justine M.; Bettger, William J.; Richardson, Nicolette S.
Titel	A Large, First-Year, Introductory, Multi-Sectional Biological Concepts of Health Course Designed to Develop Skills and Enhance Deeper Learning
Quelle	In: Canadian Journal of Higher Education, 45 (2015) 4, S.42-62 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	Introductory Courses; Biology; College Science; Scientific Concepts; Large Group Instruction; Curriculum Design; Thinking Skills; Communication Skills; College Freshmen; Speech Communication; Independent Study; Instructional Effectiveness; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Einführungskurs; Biologie; Lehrplangestaltung; Denkfähigkeit; Kommunikationsstil; Studienanfänger; Selbststudium; Unterrichtserfolg; Ausland; Kanada
Abstract	Large first-year biology classes, with their heavy emphasis on factual content, contribute to low student engagement and misrepresent the dynamic, interdisciplinary nature of biological science. We sought to redesign a course to deliver fundamental biology curriculum through the study of health, promote skills development, and encourage a deeper level of learning for a large, multi-section first-year class. We describe the Biological Concepts of Health course designed to encourage higher-order learning and teach oral communication and independent learning skills to large numbers of first-year students. We used the Blooming Biology Tool to determine the cognitive skills level assessed in the newly developed course and the courses it replaced. This evidence-based approach demonstrated that our new course design achieved the goal of encouraging a deeper level of cognition, and further, successfully introduced both oral communication and independent learning skills in large first-year classes. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01