Increasing Learning in Introductory Geoscience Courses Using Lecture Tutorials

Kortz, Karen M.; Smay, Jessica J.; Murray, Daniel P.

doi:10.5408/1089-9995-56.3.280

Cited by 26 publications

(21 citation statements)

References 47 publications

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“…Students responded to ConcepTests using clickers to indicate their answer choices, providing instructor M and the students with immediate feedback. Student worksheets were loosely modeled after lecture tutorials (Kortz et al 2008) which require students to answer questions or complete activities related to material just presented. ConcepTests and worksheets served not only as formative assessment tools but as a way to track student participation and attendance.…”

Section: Course Revisionsmentioning

confidence: 99%

“…Additionally, the old exams assessed students at the lowest levels of Bloom's taxonomy (knowledge and comprehension), and new exams were written to assess students at various higher levels and to align with the new learning objectives. While student performance data were not collected, the revised course did utilize research-based strategies that have been shown to promote student learning (e.g., Freeman et al 2014;Knight and Wood 2005;Kortz et al 2008;McConnell et al 2003).…”

Section: Limitationsmentioning

confidence: 99%

“…Examples of these practices include peer instruction (Crouch and Mazur 2001), lecture tutorials (Kortz et al 2008;LoPresto and Murrell 2009), and a variety of other in-class, student-centered activities (Knight and Wood 2005;McConnell et al 2003;NRC 2015). These practices have been demonstrated to improve student learning in a variety of instructional settings from smaller laboratory courses (Luckie et al 2012) to large lecture courses (Crouch and Mazur 2001;Deslauriers et al 2011;Freeman et al 2014;Kortz et al 2008;Walker and Cotner 2008). STEM programs that incorporate reformed teaching practices into introductory courses have also been shown to retain majors (Graham et al 2013).…”

Section: Introductionmentioning

confidence: 99%

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Situated instructional coaching: a case study of faculty professional development

Czajka

McConnell

2016

IJ STEM Ed

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Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor's beliefs about teaching and learning. This case study documents the use of a situated instructional coaching process as a method of faculty professional development. In this model, a geoscience education graduate student (the coach) assisted a faculty member in reforming and teaching an introductory geoscience course on dinosaurs using evidence-based teaching strategies. The revision process occurred in three phases to progressively transfer responsibility for lesson design from the coach to the instructor over the length of the course. Data on instructional practices were collected using the Reformed Teaching Observation Protocol (RTOP), and belief changes experienced by the instructor were captured using the Teacher Beliefs Interview (TBI) and Beliefs about Reformed Science Teaching and Learning (BARSTL) survey.

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Section: Course Revisionsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Situated instructional coaching: a case study of faculty professional development

Czajka

McConnell

2016

IJ STEM Ed

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“…Lecture tutorials have been shown to have many benefits in other introductory science courses, including astronomy (Prather et al, 2004; Brogt, 2007) and geology (Kortz et al, 2008). Most instructors teach primarily through lectures in which students play a passive role.…”

mentioning

confidence: 99%

“…The intent of lecture tutorials is to provide a bridge between these two extremes by pairing lectures with short activities. Lecture tutorials guide students to confront misconceptions, increase student relatedness (e.g., sense of belonging and social closeness), and help students to overcome anxieties about science (Prather et al, 2004; Brogt, 2007; Kortz et al, 2008).…”

mentioning

confidence: 99%

The Development and Evaluation of Lecture Tutorials for Introductory Soil Science

Turk

2016

Natural Sciences Education

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Core Ideas Lecture tutorials significantly improved students’ performance on quizzes for certain topics. Lecture tutorials were effective in courses for majors and non‐majors. Student ratings of lecture tutorials were higher in the course for environmental science majors. Hands‐on lecture tutorials were rated as most “fun” by environmental science students. The wide‐array of concepts from the natural sciences that must be mastered to succeed in an introductory soil science course presents a significant challenge to students. This study was conducted to determine if students’ conceptual development regarding topics in introductory soil science could be improved by using lecture tutorials. Lecture tutorials are activities that students complete following a lecture. They guide the students to critically analyze their understanding of a concept presented in the lecture. Eight lecture tutorials were written and evaluated using pre/post quizzes and surveys in two courses (an environmental science program course and a general studies course). The pre/post quiz results indicate that there was significant improvement in students’ conceptual understanding for three of the lecture tutorials, which covered the topics of texture (p = 0.006), bulk density (p = 0.026), and Liebig's law (p < 0.001). Survey results showed that students also felt that they understood these topics better after completing the lecture tutorials. There was no interaction between improvement in quiz scores and course type. However, the student ratings from the environmental science program course were significantly higher for most survey questions when compared to the general studies course. The continued development and evaluation of lecture tutorials to address a broader range of topics within soil science is recommended.

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Effectiveness of a remote pilot certification training for agricultural professionals

Koff

2023

Natural Sciences Education

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Drones are a technology that are being implemented to provide additional information to farmers about their production systems. It is important for agricultural educators, researchers, and other agricultural service professionals to engage in using drones to help provide answers to farmer questions and help expand farmer awareness of their potential uses. To engage in these activities, an educator or researcher must receive their remote pilot certification [certification required by the Federal Aviation Administration for educational activities utilizing drones]. Two separate drone certification trainings were implemented in Princeton and Lexington, KY in 2020. The effectiveness of the trainings, along with their use of learning activities such as lecture tutorials and a sample exam, were assessed. Overall, participants in both locations self‐identified significant increases in their knowledge of each topic and potential behavioral change as a result of the workshop with some differences between locations. Sample exam scores increased by over 10% in each location following the training. The sectional chart and Aviation Routine Weather Report (METAR) lecture tutorials were highly rated as 89% and 100% of respondents, respectively, either somewhat agreed, agreed, or strongly agreed that they helped them learn the material. This study provides results and relevant information for the administration of effective drone certification trainings.This article is protected by copyright. All rights reserved

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Increasing Learning in Introductory Geoscience Courses Using Lecture Tutorials

Cited by 26 publications

References 47 publications

Situated instructional coaching: a case study of faculty professional development

Situated instructional coaching: a case study of faculty professional development

The Development and Evaluation of Lecture Tutorials for Introductory Soil Science

Effectiveness of a remote pilot certification training for agricultural professionals

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