Literature Circles Promote Accountability and Student Engagement with Assigned Reading in a Soil Science Class

Autor/in	Turk, Judith K.
Titel	Literature Circles Promote Accountability and Student Engagement with Assigned Reading in a Soil Science Class
Quelle	In: Natural Sciences Education, 52 (2023) 1, (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Turk, Judith K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-8273
DOI	10.1002/nse2.20103
Schlagwörter	Soil Science; Reading Assignments; Science Instruction; Student Attitudes; Group Discussion; Science Tests; Active Learning; Literature Appreciation; Lecture Method; Comparative Analysis; Teaching Methods; Essays; Scores; Course Content; Outcomes of Education + Suchen Sie Ihr Suchwort? Bodenkunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Gruppendiskussion; Aktives Lernen; Literarische Wertung; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Kursprogramm; Lernleistung; Schulerfolg
Abstract	Literature circles are student-led, small-group discussions that promote active learning and engagement with literary texts. The objective of this study was to assess the impact of literature circles on student engagement and learning outcomes in a pedology course. For various reading assignments throughout the semester, students either participated in a literature circle or watched a lecture. The two class formats were compared in terms of subject matter covered, student attitudes on a survey, and students' use of material from the readings on essay-style exam questions. The study was repeated over two semesters, in an online format the first year and in-person the second year. The lectures and student discussions often focused on somewhat different aspects of the readings. Students felt that they learned more from the literature circles compared to the lectures and did more reading when preparing for the literature circles. However, on the final exam, students more frequently cited materials taught in the lecture format, and there was no significant difference in essay scores between students who primarily used content from literature circles compared to those who primarily used content taught as lectures. The literature circle format actively engages students in reading, is preferred by most students, and is readily adapted for online learning, but does not differ from lectures in terms of learning outcomes measured on a final exam. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01