Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

Autor/inn/en	Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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