Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne‐Peters, Sue Ellen

doi:10.1187/cbe.16-06-0181

Cited by 52 publications

(38 citation statements)

References 62 publications

(88 reference statements)

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“…Thus lecturers who consider it their responsibility to provide all the material from which students need to learn (Verloop et al, 2001) may provide slides that are very detailed. To teach well, lecturers need to be conscious of students' practices, and to determine how well these match up with their teaching practice (Cleveland, Olimpo & DeChenne-Peters, 2017), particularly for content-rich subjects like biology (Crowe, Dirks & Wenderoth, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The student-centred lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' criticalthinking ability. The student-directed and teacher-centred lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, student-directed lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Section: Introductionmentioning

confidence: 99%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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“…23 This type of learning is more apt to stimulate critical thinking, taking levels of individual students into consideration to enable development of their learning D r a f t ability and investigative skills. 24 From 2013 to 2016, we designed and implemented a novel student-centered teaching method named STQD (Self-study, Test, Question and Discussion) within courses focusing on instrumental analysis and analytical chemistry. Self-, peer-, co-learning, active learning, inductive teaching, and formative assessment were employed to promote student-centered teaching in pharmacy education.…”

Section: Introductionmentioning

confidence: 99%

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Meng

Yang

Sun

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To improve students' learning and develop learning skills in pharmacy education. Methods.A novel teaching method STQD, composed of Self-study, Test, Question and Discussion sessions, uses self-, peer-, co-learning, active learning, inductive teaching, and formative assessment to promote student-centered teaching in pharmacy education. The intervention has been carried out within courses focusing on instrumental analysis and analytical chemistry. In a four-year study, qualitative and quantitative approaches were employed to evaluate the effectiveness of the novel teaching method in facilitating students' learning. Conclusion. The use of STQD in an integrated basic science curriculum has the potential to develop students' learning skills and improve students' learning in pharmacy education.

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“…Since its development, COPUS has been used in a variety of studies at the undergraduate level to describe general campus-wide instructional practices as well as to examine more specific activelearning strategies, such as the use of clickers and worksheet-based activities Lund et al, 2015;Lewin et al, 2016;Cleveland et al, 2017). On a campus-wide scale, COPUS has been useful in describing the variation in instructional practices present across STEM disciplines and in creating profiles of commonly observed types of classrooms.…”

mentioning

confidence: 99%

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

et al. 2018

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Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructorcentered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and discuss the transitions students are making between different educational levels.

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Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

Cited by 52 publications

References 62 publications

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

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