scholarly journals Integrating active learning activities and metacognition into STEM writing courses

2021 ◽  
Author(s):  
Hongmei Zhang ◽  
Yanju Li
Keyword(s):  
Active Learning ◽  
Cell Biology ◽  
Learning Activities ◽  
Learning Approaches ◽  
Learning Tools ◽  
Writing Courses ◽  
Molecular Cell Biology ◽  
And Mathematics ◽  
Intensive Course ◽  
Biology Laboratory

While active learning is highly recognized and recommended in the educational community, instructors are still struggling with how to incorporate active learning tools into writing courses. In this article, we have 1) described specific challenges that we have encountered in the course of Molecular Cell Biology Laboratory-Critical Thinking through Writing (BIOL3810-CTW); 2) introduced the active learning approaches and metacognition integrated into this writing-intensive course; 3) demonstrated the effectiveness of these active learning approaches, and 4) shared the principles of integrating active learning activities into writing courses in science, technology, engineering, and mathematics (STEM) and beyond.

scholarly journals From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education

2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington
Keyword(s):  
Active Learning ◽  
Liberal Arts ◽  
Learning Approaches ◽  
Delivery Methods ◽  
Engineering Technology ◽  
Inquiry Based Learning ◽  
Engineering And Technology ◽  
And Mathematics ◽  
Engineering Pedagogy

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.

Pengembangan Paket Strategi Pembelajaran Aktif

2016 ◽  
Vol 18 (2) ◽  
pp. 115
Author(s):  
Supardi Supardi
Keyword(s):  
Active Learning ◽  
Small Groups ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Tools ◽  
State Institute ◽  
Training And Education ◽  
Islamic Studies ◽  
Is Research

This research is aimed at developing active learning tools to improve the effectiveness of the instructional strategy lectures at the Faculty of Teacher Training and Education of State Institute for Islamic Studies (FITK IAIN) Mataram. The method of this research is research and development (R&D) that was started with the process of needs assessment, the design of prototype of active learning tools that were tested in the next process by meansof expert validation, one to one, small groups, whole class, and effectiveness trials. The result of the trials on the developed product showed that its use had been effectively improved the students contribution during teaching and learning activities if compared to the students contribution in conventional learning process.

scholarly journals Lowering barriers to active learning: a novel approach for online instructional environments

2021 ◽  
Vol 45 (3) ◽  
pp. 547-553
Author(s):  
Ashley Rhodes
Keyword(s):  
Active Learning ◽  
High Speed ◽  
Learning Activities ◽  
Learning Activity ◽  
Specific Level ◽  
Student Comprehension ◽  
Novel Approach ◽  
Instructional Environments ◽  
Active Learning Method ◽  
And Mathematics

The value of active learning for increasing student comprehension and retention of science, technology, e,ngineering, and mathematics (STEM) concepts within undergraduate courses has proven to be beneficial many times over; however, barriers still exist for both instructors and students. For example, instructors are often left to decide what type of active learning activities to incorporate and how to implement them yet receive little to no formal training about how to do this effectively. Additionally, student resistance to active learning persists, which adds to the pressure faced by some instructors. Compounding these issues is the absence of high-speed Internet in some regions, which makes accessing active learning activities, many of which are offered through online commercial programs, impractical if not impossible for some students. This problem was highlighted during the pandemic when courses transitioned to being partially or fully online. In this article, I describe a novel active learning method that encourages students to cognitively engage with physiology concepts by using digital images to build structures and processes using an approach that is more accessible to everyone, regardless of Internet capabilities. This approach also provides instructors an option for creating their own active learning activity that may be more suitable for their specific level of students or learning outcomes.

scholarly journals Perception of quiz as an adjunctive learning modality in clinical microbiology amongst medical students of central India

2021 ◽  
Vol 9 (1) ◽  
pp. 24-30
Author(s):  
Mehta A ◽  
Bansal H ◽  
Tripathi K
Keyword(s):  
Active Learning ◽  
Central India ◽  
Learning Approaches ◽  
Learning Tools ◽  
Learning Tool ◽  
Educational Benefits ◽  
Learning Modalities ◽  
Wide Range ◽  
Teaching Learning ◽  
The Right

Background: The conventional teaching modalities like lectures if practiced alone can’t transfer concepts as effectively as active learning approaches like quiz and serve only as a data transferring tool. There is a wide range of educational benefits of quiz like enhanced learning, conceptualization and improved academic performance which makes it the right candidate to be explored as an adjunctive learning tool. Purpose: This study was undertaken to document perception of students regarding utility of quiz as a complementary teaching modality. Methodology: In this interventional study conducted in the Department of Microbiology, Govt. Medical College, Datia, India. Second MBBS students were divided into two groups of 34 students each. The topic standard precautions were covered through two learning modules. One module through didactic lecture to one group and through self study followed by quiz to another. Cross over was done for the other module. The students’ perceptions regarding the utility of quiz as an adjunctive learning tool were recorded on the five point Likert scale in addition to the general feedback. Results: On analyzing the feedbacks, majority of students were found to be very receptive and inclined towards the active learning methods like quizzing. They felt more involved, interested and motivated through such sessions. Conclusions: The students’ perception regarding quiz was very positive. So, there is a need to explore the prospects of incorporating such active teaching learning modalities as adjunctive learning tools in medical education.

Application of FRAP and digitized fluorescence microscopy to problems in cell membrane dynamics

1988 ◽  
Vol 46 ◽  
pp. 118-119
Author(s):  
K. Jacobson ◽  
A. Ishihara ◽  
B. Holifield ◽  
F. Zhang
Keyword(s):  
Fluorescence Microscopy ◽  
Cell Biology ◽  
Extended Period ◽  
Dynamic Structure ◽  
Living Cells ◽  
Membrane Dynamics ◽  
Molecular Cell Biology ◽  
Image Averaging ◽  
Single Living Cells ◽  
Single Living

Our laboratory is concerned with understanding the dynamic structure of the plasma membrane with particular reference to the movement of membrane constituents during cell locomotion. In addition to the standard tools of molecular cell biology, we employ both fluorescence recovery after photo- bleaching (FRAP) and digitized fluorescence microscopy (DFM) to investigate individual cells. FRAP allows the measurement of translational mobility of membrane and cytoplasmic molecules in small regions of single, living cells. DFM is really a new form of light microscopy in that the distribution of individual classes of ions, molecules, and macromolecules can be followed in single, living cells. By employing fluorescent antibodies to defined antigens or fluorescent analogs of cellular constituents as well as ultrasensitive, electronic image detectors and video image averaging to improve signal to noise, fluorescent images of living cells can be acquired over an extended period without significant fading and loss of cell viability.

ANALYSIS OF STUDENT ACTIVITIES ON COMPUTER - A STUDY ON PUNJAB UNIVERSITY, INDIA

2012 ◽  
Vol 3 (3) ◽  
pp. 354-358
Author(s):  
Dr Gunmala Suri ◽  
Sneha Sharma
Keyword(s):  
Learning Activities ◽  
Information Collection ◽  
Learning Tools ◽  
Student Activities ◽  
Group Activities ◽  
E Learning ◽  
Faculty Department ◽  
Self Learning

The purpose of this research is to investigate and understand how students are using computer. The activities that a student undertakes with the help of computers which might be fulfilling some academic or non academic purpose, is of great interest. It will help in understanding the limitations and potentials offered by the technology for use of computer in classroom. This paper brings out the three major kinds of activities that students undertake with computer; self learning activities, Information collection tasks and communication and group activities. The study further analyses the effect of demographics i.e. gender, age and faculty (department) of students on the activities with computer. The results show that gender has no impact on the activities of students with computer. The age impacts only the activities related to Information collection by using computer where as the faculty of student significantly impacts all the activities viz. self learning activities, Information collection tasks and communication and group activities. The findings from this research can be used in designing future e-learning initiatives and development e-learning tools

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

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