Active Learning Is Not Enough

Autor/in	Casem, Merri Lynn
Titel	Active Learning Is Not Enough
Quelle	In: Journal of College Science Teaching, 35 (2006) 6, S.52-57 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Course Content; Active Learning; Biology; Thinking Skills; Student Evaluation; Educational Testing; Academic Achievement; Retention (Psychology); Higher Education; College Science; Teaching Methods; Correlation; Time Factors (Learning); Scientific Concepts; Student Attitudes; Science Instruction + Suchen Sie Ihr Suchwort? Kursprogramm; Aktives Lernen; Biologie; Denkfähigkeit; Schulnote; Studentische Bewertung; Schulleistung; Merkfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	I have examined how frequency of assessment impacts learning in an undergraduate biology course employing a student-centered, active-learning pedagogy. Frequent assessment was associated with better student performance and greater retention of course concepts. Improvement of higher-order thinking skills may require more classroom practice. Implications of these findings are discussed. (Contains 5 tables and 1 figure.) (Author).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10