scholarly journals Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

2014 ◽  
Vol 13 (4) ◽  
pp. 641-652 ◽  
Author(s):  
H. E. Chrispeels ◽  
M. L. Klosterman ◽  
J. B. Martin ◽  
S. R. Lundy ◽  
J. M. Watkins ◽  
...  
Keyword(s):  
Service Learning ◽  
Secondary Students ◽  
Peer Teaching ◽  
Learning Program ◽  
Final Exam ◽  
Teaching Experiences ◽  
Course Content ◽  
Science Major ◽  
Positive Effect

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.

scholarly journals Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates

2019 ◽  
Vol 18 (2) ◽  
pp. ar14
Author(s):  
Hanya E. Chrispeels ◽  
Jordan M. Chapman ◽  
Carole L. Gibson ◽  
Gloria K. Muday
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Genetically Modified ◽  
Crop Improvement ◽  
Genetically Modified Crops ◽  
Peer Teaching ◽  
Knowledge Gain ◽  
Learning Program ◽  
School Students ◽  
Science Major

We analyzed effects of peer teaching on non–science major undergraduates’ knowledge, perceptions, and opinions about genetically modified (GM) crops and their use in agriculture. Undergraduates enrolled in an introductory nonmajors biology course participated in a service-learning program (SLP) in which they acted as cross-age peer teachers to high school students, teaching about the role of genetics in crop improvement through traditional breeding and GM approaches. Using pre/postassessments, we found that undergraduates’ opinions shifted to favor the use of GM organisms (GMOs) in agriculture after SLP participation, rising from 46 to 97%. Perceptions about risks and benefits of GMOs also shifted from 43% stating that GMOs are harmful or suspect to no students describing GMOs in that way. Knowledge about GMOs became more accurate after SLP participation. There were significant correlations between students who had negative perceptions of GMOs and negative opinions or inaccurate knowledge about them. Students recognized the effect of peer teaching on their knowledge and perceptions, identifying the repeated peer teaching as an important factor in knowledge gain. Our results suggest students developed an informed opinion about the use of GMOs through first learning the science of genetic engineering and then teaching this information to younger students.

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

scholarly journals EBLIP and Active Learning: A Case Study

2013 ◽  
Vol 8 (4) ◽  
pp. 93 ◽  
Author(s):  
Helen Buckley Woods
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Training Session ◽  
Peer Teaching ◽  
Learning Methods ◽  
Suitable Material ◽  
Course Content ◽  
Protected Time ◽  
Learning Techniques

Objective – To determine how librarians use evidence when planning a teaching or training session, what types of evidence they use and what the barriers are to using this evidence. The case study also sought to determine if active learning techniques help overcome the barriers to using evidence in this context. Methods – Five librarians participated in a continuing education course (CEC) which used active learning methods (e.g. peer teaching) and worked with a number of texts which explored different aspects of teaching and learning. Participants reflected on the course content and methods and gave group feedback to the facilitator which was recorded. At the end of the course participants answered a short questionnaire about their use of educational theory and other evidence in their planning work. Results – Findings of this case study confirm the existence of several barriers to evidence based user instruction previously identified from the literature. Amongst the barriers reported were the lack of suitable material pertaining to specific learner groups, material in the wrong format, difficulty in accessing educational research material and a lack of time. Participants gave positive feedback about the usefulness of the active learning methods used in the CEC and the use of peer teaching demonstrated that learning had taken place. Participants worked with significant amounts of theoretical material in a short space of time and discussion and ideas were stimulated. Conclusions – Barriers to engaging with evidence when preparing to teach may be addressed by provision of protected time to explore evidence in an active manner. Implementation would require organisational support, including recognition that working with research evidence is beneficial to practice.

Intercultural citizenship through participation in an international service-learning program: A case study from Taiwan

2017 ◽  
Vol 22 (5) ◽  
pp. 517-531 ◽  
Author(s):  
Chiu-Hui Wu
Keyword(s):  
Service Learning ◽  
Theoretical Basis ◽  
Native English Speakers ◽  
The Philippines ◽  
English Speakers ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Comparative Action

Byram’s (2008) intercultural citizenship framework includes the following orientations: cognitive, evaluative, comparative, action, and communicative. Using this framework as a theoretical basis, this study explored the international service-learning (ISL) experiences of four Taiwanese non-native English speakers (NNES) during a two-week trip to a poor community in the Philippines. Data collected from these students’ individual reflections, interviews, and public presentations illustrate their acquisition of the knowledge, skills and attitudes of intercultural citizenship. This study thus demonstrates that ISL allowed students to engage beneficially for themselves and their hosts with other NNES, instead of following the tradition of study abroad in countries where English is spoken natively.

Exploration on Service Learning by InformationTechnology

2011 ◽  
Vol 58-60 ◽  
pp. 469-473
Author(s):  
Yun Xiang Li ◽  
Hui Hui Jia ◽  
Rui Qing Ge ◽  
Yu Zhu Bian
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Course Content ◽  
Community Needs ◽  
Academic Instruction ◽  
Innovation Ability ◽  
Practical Feasibility

Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on a case study of service Learning through Information technology in college of China to improve students’comprehensive ability and inspire innovation ability. The study takes the qualitative research to probe into the practical feasibility and effectiveness of service learning by IT

scholarly journals Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities

2020 ◽  
Vol 30 (1) ◽  
pp. 1-24
Author(s):  
Alayne Armstrong ◽  
Mirela Gutica
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Mathematics Learning ◽  
Structured Interviews ◽  
Mathematical Concepts ◽  
Course Content ◽  
Post Secondary ◽  
Mathematics Learning Disabilities ◽  
Post Secondary Students

Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.

Service-Learning in the Clinical Experience of Alternative Certification Teacher Candidates

2018 ◽  
pp. 203-221
Author(s):  
Deborah V. Mink ◽  
Susan Ramp Ridout ◽  
Gloria J. Murray ◽  
Faye Marsha G. Camahalan ◽  
Callie Petty
Keyword(s):  
English Language Learners ◽  
Teacher Preparation ◽  
Service Learning ◽  
Teacher Candidates ◽  
English Language ◽  
Large Population ◽  
Teacher Preparation Program ◽  
Learning Program ◽  
Course Content ◽  
Community Needs

The purpose of this chapter is to describe a service-learning program in a public school setting for possible replication by other educators. Service-learning in teacher preparation continues to expand as a pedagogy to help future educators gain knowledge and strategies for working with diverse students. Using this model, teacher candidates address community needs and learn course content because service-learning is linked to the curriculum. Indeed, well-integrated service-learning is a powerful experience when it is designed as a partnership where both parties learn and grow. This chapter addresses how service-learning is integrated into the clinical experiences of an alternative teacher preparation program while meeting the social and academic needs of elementary school (K-5) students in a community with a large population of English language learners (ELLs).

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