Literaturnachweis - Detailanzeige
| Autor/inn/en | Farr, Melaney Birdsong; Lawford, Heather; Hull, Kerry; Stowe, Skye; Jensen, Murray; Ross, Kyla Turpin |
|---|---|
| Titel | The Impact of a Bookend Think-Pair-Share Intervention on Anxiety and Student Collaboration in a Community College Human Physiology Course |
| Quelle | In: HAPS Educator, 24 (2020) 1, S.33-42 (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2473-3806 |
| Schlagwörter | Community Colleges; Two Year College Students; Physiology; Anatomy; Anxiety; Peer Teaching; Science Instruction; Active Learning; Cooperative Learning; Science Achievement; Grades (Scholastic); Outcomes of Education; Utah |
| Abstract | Pre-clinical community college students represent a unique population with varied academic backgrounds and levels of preparedness. Addressing the needs of this population is important for issues of access, equity, and diversity in higher education. As part of a larger National Science Foundation (NSF) funded Community College Anatomy and Physiology Education Research (CAPER), this study aimed to investigate the impact of an active learning technique on student anxiety, student collaboration, and final course grades. We introduced a bookend think-pair-share (TPS) active learning technique into a traditional community college human physiology lecture. The study found an increased likelihood of collaboration, a slight increase in final grades, a slight decrease in social anxiety, and a significant decrease in anxiety regarding five of eight specific teaching practices following the bookend TPS intervention. (As Provided). |
| Anmerkungen | Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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