Classroom Observations to Characterize Active Learning within Introductory Undergraduate Science Courses

Autor/inn/en	McCance, Katherine; Weston, Timothy; Niemeyer, Emily
Titel	Classroom Observations to Characterize Active Learning within Introductory Undergraduate Science Courses
Quelle	In: Journal of College Science Teaching, 49 (2020) 4, S.24-29 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Classroom Observation Techniques; Active Learning; Introductory Courses; College Science; Undergraduate Students; Teaching Methods; Student Centered Learning; Problem Solving; Peer Relationship; Cooperative Learning + Suchen Sie Ihr Suchwort? Aktives Lernen; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Problemlösen; Peer-Beziehungen; Kooperatives Lernen
Abstract	In this article, the authors describe how classroom observations were used to characterize differences in instructional practices among undergraduate science courses. Student and faculty behaviors and dialogues were quantified using the Teaching Dimensions Observation Protocol (TDOP) in introductory science courses across multiple disciplines (e.g., biology, chemistry, and computer science) at a primarily undergraduate institution. Courses that had been revised to incorporate active learning pedagogies showed significant differences in classroom behaviors compared to unrevised courses. Revised courses had more class time devoted to student-centered behaviors and dialogues such as problem solving, peer interaction, and small group work, and spent less time with students listening to the instructor. Revised courses were also shown to have a "student-centered" instructional profile while unrevised courses used a more instructor-centered "interactive lecture" format. These results show that even when using a relatively small sample size, an observational assessment such as the TDOP is an effective technique to detect instructional differences occurring within introductory undergraduate science classrooms. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/nstas-journals-digital-editions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01