Teaching Membrane Transport Concepts Using Flipped Teaching &amp; Dramatizations

Halpin, Patricia A.; Gopalan, C.

doi:10.1525/abt.2021.83.5.337

Cited by 6 publications

(1 citation statement)

References 11 publications

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“…Similarly, from the same topic, the second least perceived by the teachers they lack mastery in is Facilitated Transport. Cell membrane transport is covered in biology classes from high school through graduate school but membrane transport is difficult to understand, so students frequently mix up distinct types of transport mechanisms (Halpin & Gopalan, 2021). Many students find it difficult to picture out processes at the molecular and cellular levels accurately, hence understanding them (McDonald & Gnagy, 2015).…”

Section: The Most Essential Competencies (Melcs) In Biologymentioning

confidence: 99%

Technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology

Loseñara

Jugar²

2023

JPBI

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Content, pedagogy, and technology knowledge are central to effective teaching. Moreover, the interaction and integration of these knowledge bases challenge teachers, especially non-teacher education graduates including diploma professional education (DPE) graduates. Utilising adapted instruments, this study investigated the teaching competence of biology teachers who are DPE graduates, specifically their Technological, Pedagogical, Content Knowledge (TPACK) and Biology teaching competence to design a teacher professional development (TPD) programme. Most teachers were BS Nursing graduates with professional teaching licenses and teaching experience ranging from 3 to 10 years. Also, most teachers received between one to five TPDs focused on biology, pedagogy, and technology. Among the TPACK components, the teachers perceived that they were least competent in pedagogical knowledge (PK) and pedagogical content knowledge (PCK). Although the teachers agreed on their perceived overall TPACK competence, there is still an avenue to strengthen their TPACK. Teachers also believed that they were least competent in biological cellular processes. Need-based teacher professional development programmes are recommended to enhance Biology teachers’ TPACK, and ultimately, biology education.

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Section: The Most Essential Competencies (Melcs) In Biologymentioning

confidence: 99%

Technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology

Loseñara

Jugar²

2023

JPBI

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Using the Teaching Career Enhancement Award from the American Physiological Society to Train Faculty to Successfully Implement Flipped Teaching

Halpin

Gopalan

2022

Advances in Physiology Education

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Flipped teaching (FT) is a student-centered instructional method that shifts lectures out of the classroom and uses a variety of activities to apply content during class time. FT has gained attention among educators as a student-centered instructional method. However, many faculty still lack the skills, knowledge, confidence, and expertise to implement FT in their classrooms. Therefore, course-specific training and focused mentorship are critical in successfully implementing FT. Four faculty members, from an adjunct professor to a full professor, from four diverse institutions around the country, were recruited and funded through the American Physiological Society's Teaching Career Enhancement Award to receive training in the implementation of FT in their courses. This study aimed to provide specific tools and strategies to engage students in deeper learning through activities in the participants' courses. A course was built using the Blackboard Learning Management System for the participants to receive relevant readings to be completed prior to the FT workshop. Upon completing this training, the participants examined the design and execution of FT in their classrooms, and subsequently, reflected on and refined their future course offerings. The facilitator mentored the participants throughout the process, including an on-site observation of a live FT session. Both qualitative and quantitative data were collected before and after their FT experiences. Based on the survey results, this study helped improve the FT knowledge and self-efficacy of all participants. In conclusion, the faculty utilized the training and mentoring to implement FT in their classrooms successfully and disseminate their experiences and findings.

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Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Gopalan,

Halpin,

Selvam

et al. 2024

Advances in Physiology Education

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The flipped classroom is an innovative pedagogy that shifts content delivery outside the classroom, utilizing in-class time for interactive learning. The pre-class and in-class activities in this framework encourage individualized learning and collaborative problem-solving among students, fostering engagement. The Innovative Flipped Learning Instruction Project (IFLIP) conducted faculty development workshops over four years, guiding STEM faculty in integrating flipped teaching (FT) into their courses. The research aimed to assess its impact on pedagogical practices, explore its effectiveness, and provide a framework to implement FT across multiple institutions. It sought to evaluate the experiences of these educators throughout the transitional period of instructional change. In the fourth year of this project, a symposium was organized for IFLIP participants to share their experiences and findings concerning FT. This symposium helped promote collaboration among IFLIP participants and faculty interested in FT to disseminate participants' knowledge and experiences in implementing FT strategies. A survey conducted at the end of the symposium indicated that faculty participants with FT experience continued to embrace this pedagogy, and the new adopters expressed intentions to incorporate it into their courses. The survey revealed positive responses: 93% of respondents plan to integrate FT methods in future classes, 90% gained new information from the symposium and intend to implement it, and 91% are likely to recommend FT to colleagues. Ultimately, the symposium underscored the transformative impact of FT in empowering educators to deepen students' conceptual understanding, emphasizing the significance of this pedagogical approach in advancing the quality of education.

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Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations

Cited by 6 publications

References 11 publications

Technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology

Technological, pedagogical, and content knowledge of diploma in professional education graduates teaching biology

Using the Teaching Career Enhancement Award from the American Physiological Society to Train Faculty to Successfully Implement Flipped Teaching

Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

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