Pathways to scientific teaching

Ebert-May, Diane; Hodder, Janet; Williams, Kathy S.; Luckie, Douglas B.

doi:10.1890/1540-9295(2004)002[0323:ptst]2.0.co;2

Cited by 24 publications

(21 citation statements)

References 3 publications

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“…Our interpretation of the feedback on group work is that we need to further refine this element of the course. We adopted strategies for effectively implementing group work as discussed by Handelsman et al (2007) and Ebert-May and Hodder (2008). Students did not receive credit for these in-class active-learning exercises, but the requirement to report out to the class seemed to provide a strong incentive for most students to engage seriously in these activities.…”

Section: Student-centered and Active-learning Componentsmentioning

confidence: 99%

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

Armbruster

Patel

Johnson

et al. 2009

LSE

487

348

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We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.

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Section: Student-centered and Active-learning Componentsmentioning

confidence: 99%

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

Armbruster

Patel

Johnson

et al. 2009

LSE

487

348

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“…These include relatively small modifications of the traditional lecture to engender more active learning, such as the use of concept tests and peer instruction (Mazur, 1996), Just-in-Time-Teaching techniques (Novak et al, 1999), and student response systems known as "clickers" (Knight and Wood, 2005;Crossgrove and Curran, 2008), all designed to allow the instructor to frequently and effortlessly elicit and respond to student thinking. Other strategies can transform the lecture hall into a workshop or studio classroom (Gaffney et al, 2008) where the teaching curriculum may emphasize problem-based (also known as project-based or case-based) learning strategies (Duch et al, 2001;Ebert-May and Hodder, 2008) or "community-based inquiry" in which students engage in research that enhances their criticalthinking skills (Quitadamo et al, 2008).…”

Section: How Is Creativity Related To Critical Thinking and The Highementioning

confidence: 99%

Teaching Creativity and Inventive Problem Solving in Science

DeHaan

2009

LSE

194

136

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Engaging learners in the excitement of science, helping them discover the value of evidencebased reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

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“…Instead, the college classroom must embrace a new role as a place where students can work with instructors and peers to apply and evaluate the wealth of information that is available (Handelsman et al 2004(Handelsman et al , 2007Ebert-May and Hodder 2008). Students actively engaged in constructing their own learning demonstrate increased learning gains and enhanced retention of course material when compared to students who listen to traditional lectures (Udovic et al 2002;Knight and Wood 2005;Deslauriers et al 2011).…”

mentioning

confidence: 99%

Using Online Lectures to Make Time for Active Learning

et al. 2012

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To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students' understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material.T HE lecture hall is no longer the primary portal for the dissemination of information. Instead, the college classroom must embrace a new role as a place where students can work with instructors and peers to apply and evaluate the wealth of information that is available (Handelsman et al. 2004(Handelsman et al. , 2007Ebert-May and Hodder 2008). Students actively engaged in constructing their own learning demonstrate increased learning gains and enhanced retention of course material when compared to students who listen to traditional lectures (Udovic et al. 2002;Knight and Wood 2005;Deslauriers et al. 2011). Engagement in active-learning exercises like small group learning requires students to communicate their thought processes. Instructors can then gauge whether the course learning objectives are being achieved and can identify and address student misconceptions (Klymkowsky et al. 2003;Allen and Tanner 2005;Phillips et al. 2008). Implementation of active learning in the science classroom recognizes the value of diversity and increases student retention (Felder 1993;Buncick et al. 2001). Given these benefits, national agencies have promoted the inclusion of active learning in undergraduate science education (National Research Council 2000 Aaas 2011), which raises questions about how to implement active learning while maintaining sufficient coverage of the fundamental information.Instructors have been experimenting with new delivery methods, moving away from the traditional in-class lecture and out-of-class problem set model. For example, many instructors are now incorporating online learning components, which have been shown to improve both student attitudes and academic performance (Grabe and Christopherson 2008;McFarlin 2008;Vatovec and Balser 2009). Other models, like team-based learning, flip the standard paradigm and instead require students to read information outside of class to prepare for in-class activities (Foertsch et al. 2002). On the basis of these ideas in an atte...

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Pathways to scientific teaching

Cited by 24 publications

References 3 publications

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

Teaching Creativity and Inventive Problem Solving in Science

Using Online Lectures to Make Time for Active Learning

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