Active Learning and Conceptual Understanding in Biology

Olimpo, Jeffrey T.; Esparza, David

doi:10.1007/978-3-030-33600-4_4

Cited by 6 publications

(3 citation statements)

References 43 publications

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“…Solution: By intentionally choosing active learning activities and tools that support the learning outcomes of the course, instructors can promote deep engagement and maximize effectiveness (Olimpo & Esparza, 2020; Prince, 2004). This approach uses the technology to enhance teaching instead of teaching to the technology, and is further facilitated by conducting a cost‐benefit analysis.…”

Section: Designing Better Online Courses: Integrating Active Learningmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Harris

McCarthy

Wright

et al. 2020

Ecology and Evolution

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In response to COVID-19, in spring, 2020 many of us rapidly took our in-person courses to an online format. This was panic pedagogy and we made the best of an emergency situation. Going forward, we now have a chance to reflect and think critically about how to best develop and deliver evolutionary and ecological content online. In this piece we challenge instructors to use the opportunity created by the COVID-19 pandemic to rethink the way in which they teach. Let us leverage the situation to increase use of active and inclusive practices in our (online) classrooms. We encourage instructors to be

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Section: Designing Better Online Courses: Integrating Active Learningmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

Harris

McCarthy

Wright

et al. 2020

Ecology and Evolution

View full text Add to dashboard Cite

show abstract

“…Solution: By intentionally choosing active learning activities and tools that support the learning outcomes of the course instructors can promote deep engagement and maximize effectiveness (Prince, 2004;Olimpo and Esparza, 2020). This approach uses the technology to enhance teaching instead of teaching to the technology and is further facilitated by conducting a cost-benefit analysis.…”

Section: Integrating Active Learning Online: Challenges and Solutionsmentioning

confidence: 99%

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

Harris

McCarthy

Wright

et al. 2020

Preprint

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The rapid shift to online teaching in spring 2020 meant most of us were teaching in panic mode. As we move forward with course planning for fall and beyond, we can invest more time and energy into improving the online experience for our students. We advocate that instructors use inclusive teaching practices, specifically through active learning, in their online classes. Incorporating pedagogical practices that work to maximize active and inclusive teaching concepts will be beneficial for all students, and especially those from minoritized or underserved groups. Like many STEM fields, Ecology and Evolution shows achievement gaps and faces a leaky pipeline issue for students from groups traditionally underrepresented in science. Making online classes both active and inclusive will aid student learning and will also help students feel more connected to their learning, their peers, and their campus. This approach will likely help with performance, retention, and persistence of students. In this paper we offer strategies and techniques that weave together active and inclusive teaching practices and challenge faculty to commit to making small changes in the fall as a first step to more inclusive teaching in ecology and evolutionary biology courses.

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“…National science education reports have continued to call for the incorporation of evidence-based teaching strategies-such as active learning-into the K-16 curriculum [National Research Council, 2012;Next-generation Science Standards (NGSS) Lead States, 2013]. Active learning increases students' conceptual understanding in science, technology, engineering, and mathematics (STEM) courses whilst decreasing the achievement gap between minoritized students and their nonminoritized peers (Freeman et al, 2014;Olimpo and Esparza, 2020;Theobald et al, 2020). Despite the benefits of using teaching practices that support active learning, instructors cite prominent obstacles to its implementation such as large class sizes, time constraints, and overall uncertainty attributed to the looselystructured nature of student-centered instruction (Henderson and Dancy, 2011;Hains and Smith, 2012;Zagallo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM

2022

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Professional development in action research methods can increase educators’ dispositions toward the adoption of evidence-based practices and data-based decision making. However, an in-depth review of the literature revealed that extant forms of action research professional development (ARPD) may not be accessible to all educators as they are often relegated to full-semester undergraduate and/or graduate courses, internships, and teacher education programs. To address this issue, we designed, implemented, and assessed a scalable active-learning module on action research to strengthen the cognitive and affective outcomes of prospective and in-service STEM teachers (N = 26) enrolled in a cross-listed Scientific Teaching course, all of whom had not previously conducted action research. This three-session module integrated case studies, collaborative practice, group discussions, and instruction on action research theory and data collection methodologies. Analysis of pre-/post-intervention survey responses revealed that participants expressed greater self-efficacy related to their ability to design and conduct action research, strengthened knowledge of the process of action research, and greater awareness of the utility of data to inform research and teaching. When asked about the benefits of engaging in action research, participants suggested it could enhance their pedagogical content knowledge and reflectivity. However, participants identified logistical issues such as time constraints and resource availability, lack of institutional support, and possible student resistance to data collection as potential barriers to future action research practice. Overall, our module provides a scaffold to enculturate in-service educators to inquiry dispositions while offering a scalable approach to help prospective teachers in their transition to in-service practice.

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Active Learning and Conceptual Understanding in Biology

Cited by 6 publications

References 43 publications

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses.

Empowering Current and Future Educators: Using a Scalable Action Research Module as a Mechanism to Promote High-Quality Teaching and Learning in STEM

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