Repeating Knowledge Application Practice to Improve Student Performance in a Large, Introductory Science Course

Autor/inn/en	Fujinuma, Ryosuke; Wendling, Laura A.
Titel	Repeating Knowledge Application Practice to Improve Student Performance in a Large, Introductory Science Course
Quelle	In: International Journal of Science Education, 37 (2015) 17, S.2906-2922 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1114191
Schlagwörter	Large Group Instruction; Science Instruction; Student Attitudes; Online Surveys; Lecture Method; Problem Based Learning; Critical Thinking; Teaching Methods; Introductory Courses; Essays; Science Tests; Peer Teaching; Learning Activities; Outcomes of Education; Tutoring; Skill Development; Course Descriptions; Foreign Countries; Educational Experience; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Einführungskurs; Essay; Aufsatzunterricht; Peer group teaching; Peer Group Teaching; Lernaktivität; Lernleistung; Schulerfolg; Förderkonzept; Nachhilfeunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Kursstrukturplan; Ausland; Bildungserfahrung; Fragebogen; Australien
Abstract	There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01