Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

Autor/inn/en	Gardner, Joel; Belland, Brian R.
Titel	Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability
Quelle	In: Journal of Science Education and Technology, 26 (2017) 4, S.383-393 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-017-9686-0
Schlagwörter	Active Learning; Undergraduate Study; College Science; Biology; Web Based Instruction; Learning Activities; Pretests Posttests; Teaching Methods; Science Tests; Problem Solving; Problem Based Learning; Recall (Psychology); Memory; Comprehension + Suchen Sie Ihr Suchwort? Aktives Lernen; Grundstudium; Biologie; Web Based Training; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Abberufung; Gedächtnis; Verstehen; Verständnis
Abstract	To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill's First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = -1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = 0.02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (?[superscript 2] (2, N = 40) = 3.585, p = 0.09). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01