scholarly journals Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

2011 ◽  
Vol 10 (4) ◽  
pp. 394-405 ◽  
Author(s):  
T. M. Andrews ◽  
M. J. Leonard ◽  
C. A. Colgrove ◽  
S. T. Kalinowski
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Subject Area ◽  
Learning Gains ◽  
College Biology ◽  
Biology Courses ◽  
The Rich ◽  
Nuanced Understanding

Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.

scholarly journals Biology concept assessment tools: design and use

2010 ◽  
Vol 31 (1) ◽  
pp. 5 ◽  
Author(s):  
Jenny Knight
Keyword(s):  
Science Education ◽  
Student Learning ◽  
Biology Education ◽  
Assessment Tools ◽  
Current Interest ◽  
Undergraduate Biology ◽  
College Biology ◽  
Reliable Assessment ◽  
Biology Courses

Many recent publications have highlighted the need for, and value of, concept assessments (also called inventories) in undergraduate biology education. Current interest in such assessments is primarily due to the emergence of a community of science education researchers in biology, who both approach teaching from a scientific perspective and want to measure the potential successes of their teaching reforms. Well-designed, valid and reliable assessment tools that allow instructors to capture student learning of the main concepts of biology are becoming an essential way to inform biology instructors about what students learn in college biology courses. This review summarises the general approaches taken in creating such concept assessment tools and presents some of the ways to effectively use them.

scholarly journals A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

2017 ◽  
Vol 16 (1) ◽  
pp. ar12 ◽  
Author(s):  
Paula A. G. Soneral ◽  
Sara A. Wyse
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Scale Up ◽  
Design Feature ◽  
Learning Gains ◽  
Grade Point ◽  
The Impact

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features.

scholarly journals Impact of the COVID-19 Crisis on Learning, Teaching and Facilitation of Practical Activities in Science upon reopening of Irish Schools

2021 ◽  
Author(s):  
Ruth Chadwick ◽  
Eilish McLoughlin
Keyword(s):  
Science Education ◽  
Student Learning ◽  
Teaching And Learning ◽  
Science Learning ◽  
Virus Transmission ◽  
School Closures ◽  
The Impact ◽  
Improve Student Learning

In September 2020, Irish schools reopened following their emergency closure due to the COVID-19 crisis. Measures were put in place to minimise the risk of transmission of the virus within schools and communities. However, these measures were likely to impact on teachers’ capacity to facilitate learning in science, particularly the practical and investigative aspects of the Irish curriculum. This research explores the impact of the measures in place to limit virus transmission on teaching and learning in science, particularly on practical activities. The period of focus is the three months (September to November 2020) following the school closures. The research aims to highlight the implications of the COVID-19 crisis on science learning in Irish schools and provide recommendations to lessen the impact on primary and second-level science education to improve student learning and engagement in science.

scholarly journals PENINGKATAN KUALITAS PEMBELAJARAN SERTA AKTIFITAS BELAJAR SISWA PADA PELAJARAN PKN MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE BERMAIN KOCOK DADU DI SMP NEGERI 5 KOTA SERANG

2018 ◽  
Vol 4 (01) ◽  
pp. 135
Author(s):  
Komariah Komariah
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Activity ◽  
Student Activities ◽  
Traditional Game

Teaching and learning activities at school should be interesting and funny, student activities as learning is always enthusiastic in following each subject. But the reality in the field shows another, learning activities that should attract, full of activities, creativity and bright ideas that do not exist, there is only a passive class hanayalah. Teachers are the spearhead in the success of teaching and learning process, therefore teachers are required to be able to innovate and master the various methods in delivering learning meteri that will be conveyed to the students. Lack of variation in the model of learning is one of the factors lazy students in following the teaching and learning process resulting in the level of mastery of student learning. To cultivate the spirit, cheerfulness in learning and not boring required a method of learning such as "shake the dice" as one of the active learning model, is essentially a traditional game with the aim that students in implementing learning is not saturated because this learning invites students to play while learning. Keywords. Learning Activity, Learning Model, Beat Dice

scholarly journals Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

2016 ◽  
Vol 15 (2) ◽  
pp. ar22 ◽  
Author(s):  
Emily R. Elliott ◽  
Robert D. Reason ◽  
Clark R. Coffman ◽  
Eric J. Gangloff ◽  
Jeffrey R. Raker ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Community ◽  
Learning Strategies ◽  
Learning Gains ◽  
Introductory Biology ◽  
Student Centered ◽  
Faculty Learning Community ◽  
Active Learning Strategies ◽  
Large Enrollment

Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, and share materials. We present data on how the collaborative work of the FLC led to increased implementation of active-learning strategies and a concurrent improvement in student learning. Interestingly, student learning gains correlate with the percentage of classroom time spent in active-learning modes. Furthermore, student attitudes toward learning biology are weakly positively correlated with these learning gains. At our institution, the FLC framework serves as an agent of iterative emergent change, resulting in the creation of a more student-centered course that better supports learning.

scholarly journals The Effect of Active Learning on Accountancy Student Learning Satisfaction through Learning Styles As Moderating Variable

2020 ◽  
Author(s):  
Dudung Ma’ruf Nuris ◽  
Sunaryanto . ◽  
Primasa Minerva Nagari
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Student Satisfaction ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Accounting Education ◽  
Learning Satisfaction

In active learning, students engaged in several activities that can stimulate them to think and interact with the information presented, so as to create their own understanding and information through reflection. Students who are able to understand learning well will be satisfied with the learning process that occurs. Learning satisfaction can be determined by the teaching and learning process conducted by lecturers, but it can also be seen from the behavior of students in receiving learning in class. This study aims to determine the effect of active learning on student satisfaction with learning style as a moderating variable. This type of research used in quantitative explanatory research using path analysis. 73 students of accounting education courses in 2016 were examined in this study. In this study, the sample was taken by using a random sampling technique. Based on the results of the study indicate that there is a direct effect of active learning variables on student satisfaction and there is an indirect effect of active learning variables on student learning decisions through learning styles. This means that the influence of learning styles possessed by students is able to determine the amount of student learning satisfaction in class. Keywords: Active Learning, Learning Satisfaction, Learning Style

scholarly journals Between Knowing and Learning: New Instructors' Experiences in Active Learning Classrooms

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Andrea Phillipson ◽  
Annie Riel ◽  
Andy B Leger
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Transformative Learning ◽  
Student Learning ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Educational Development ◽  
The Past ◽  
Student Centred Learning ◽  
The Impact

Over the past 20 years, interest in the impact of space on teaching and learning has grown, and higher education institutions have responded by creating Active Learning Classrooms (ALCs)—spaces designed to promote active, student-centred learning. While ALC research has explored teaching methods, student experience, and student learning, less is known about how teaching in these spaces affects instructors. We contribute to this discussion by investigating teachers’ educational development in these spaces. We asked new instructors to reflect on their ALC experiences, exploring their pre-course preparation and their perceptions about themselves, their students, and teaching and learning. Their reflections revealed key differences between knowing and learning: Although all participants knew about and were dedicated to student-centred pedagogy before teaching in the ALCs, teaching in these spaces prompted transformative learning through which they shifted both their behaviours and perceptions about student learning and about their own roles in the classroom. Au cours des 20 dernières années, l’intérêt consacré à l’impact de l’espace sur l’enseignement et l’apprentissage a augmenté et les établissements d’enseignement supérieur ont répondu en créant des classes d’apprentissage actif (CAA) – des espaces consacrés à la promotion de l’apprentissage actif centré sur l’étudiant. Alors que la recherche portant sur les CAA a exploré les méthodes d’enseignement, l’expérience des étudiants et l’apprentissage des étudiants, on s’est moins intéressé à la question de savoir comment le fait d’enseigner dans ces espaces affectait les instructeurs. Nous contribuons à cette discussion en examinant le développement éducationnel des enseignants dans ces espaces. Nous avons demandé à de nouveaux instructeurs de réfléchir à leurs expériences en CAA, d’explorer leurs préparations avant les cours et leurs perceptions sur eux-mêmes, sur leurs étudiants et sur l’enseignement et l’apprentissage. Leurs réflexions ont révélé des différences majeures entre savoir et apprendre : bien que tous les participants aient été au courant, avant d’enseigner dans une classe d’apprentissage actif, de la pédagogie centrée sur l’apprenant et y aient été dévoués, l’enseignement dans ces espaces a engendré un apprentissage transformateur qui a abouti à un changement à la fois dans leurs comportements et dans leurs perceptions sur l’apprentissage des étudiants ainsi que sur leurs propres rôles dans la salle de classe.

Impacts of Active Learning on Student Outcomes in Large-Lecture Biology Courses

2016 ◽  
Vol 78 (8) ◽  
pp. 651-655 ◽  
Author(s):  
Kristy L. Daniel
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Learning Strategies ◽  
Group Discussion ◽  
Learning Gains ◽  
Ample Evidence ◽  
Large Lecture ◽  
Biology Courses ◽  
And Performance ◽  
Collaborative Activities

Learning theorists have provided ample evidence supporting the use of active, student-centered, social learning environments. However, little action has been taken within U.S. university curricula to transform lecture courses so that they include such teaching methods. By adding cooperative and collaborative activities into large-lecture, introductory biology courses, I was able to measure the impacts of such active-learning strategies on student attendance and performance. I gathered data from two investigations involving 378 undergraduates from paired sections of biology, one section using active-learning activities and one not. In the first investigation, I used a mixed-methods approach to measure the effects of a cooperative pre-exam group discussion on student performance, confidence, and anxiety. In the second investigation, I used a quantitative approach to measure the effects on course attendance and performance of using scenario-based collaborative activities regularly throughout a semester. Students who engaged in cooperative pre-exam discussion did not show significant individual learning gains but did show an increase in confidence and a decrease in anxiety. Students who engaged in scenario-based collaborative activities showed significantly higher learning gains and course attendance. The identified gains are promising for course reform.

scholarly journals MENINGKATKAN HASIL BELAJAR PESERTA DIDIK MENGGUNAKAN STRATEGI PEMBELAJARAN AKTIF TIPE GUIDED NOTE TALKING PADA MATERI PERUSAHAAN DAGANG DI KELAS XII IPS 1 SMA NEGERI 2 PEKANBARU

Perspektif ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 22-26
Author(s):  
Angreta Angreta
Keyword(s):  
High School ◽  
Active Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Active Learning Strategies ◽  
Asking Questions ◽  
Improve Student Learning

Teaching the learning materials of trading companies the author found that only a few students were active in expressing their opinions, as well as asking questions. Students are even passive, reluctant to ask the teacher if they do not understand the material being taught, unfocused and sleepy when the learning takes place so that the learning outcomes obtained by students on the subject of trading companies are on average 78. Students who complete only about 10 students and 24 students did not complete, while the minimum completeness criteria (KKM) were determined 82. To overcome the problem of lack of attention and activeness of students, the authors tried to apply Using the Guided Note Talking Type Active Learning Strategy to the Material of Trading Companies. This type of research is classroom action research. As for the object of this research are students of class XII IPS 1 Pekanbaru 2 High School. The method of data collection in this study used tests, observation and documentation. The research instrument is a formative test. The results showed an increase in accounting learning outcomes of students of class XII IPS 1 Pekanbaru 2 High School, amounting to 34 students. The application of active Guided Note Talking learning strategies can improve student learning activities. Where the teaching and learning process can be carried out pleasantly so that students can be motivated to learn. The application of active Guided Note Talking learning strategies can improve student learning outcomes with a percentage of the first cycle of 50%, and a second cycle of 85.29%, and the average learning value of students in cycle I 84.38 and cycle II 90.5.Keywords: Learning Outcomes, Economics, Accounting, Talking Guided Note Type Active Learning Strategies

scholarly journals Implementation of a Flipped Active-Learning Approach in a Community College General Biology Course Improves Student Performance in Subsequent Biology Courses and Increases Graduation Rate

2021 ◽  
Vol 20 (2) ◽  
pp. ar30
Author(s):  
Ann Riedl ◽  
Fan Yeung ◽  
Tina Burke
Keyword(s):  
Community College ◽  
Active Learning ◽  
Student Performance ◽  
Large Scale ◽  
Graduation Rate ◽  
Learning Approach ◽  
General Biology ◽  
College Biology ◽  
Biology Class ◽  
Biology Courses

A large-scale study on the efficacy of active learning in a community college biology class showed that students in active-learning sections earned higher exam scores, performed better in subsequent biology courses, and graduated at a higher rate compared with students from traditional sections.

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