Group Active Engagements for Facilitating Principles-Based Learning in Introductory Organismal Biology

Autor/inn/en	Cooke, Todd J.; Jensen, Jeffrey S.; Carleton, Karen L.; Hall, Kristi L.; Jardine, Hannah E.; Kent, Bretton W.; Redish, Edward F.; Shultz, Jeffrey W.
Titel	Group Active Engagements for Facilitating Principles-Based Learning in Introductory Organismal Biology
Quelle	In: American Biology Teacher, 85 (2023) 6, S.317-326 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Group Activities; Active Learning; Learner Engagement; Introductory Courses; Biology; Educational Change; Thinking Skills; Undergraduate Students + Suchen Sie Ihr Suchwort? Gruppenaktivität; Aktives Lernen; Einführungskurs; Biologie; Bildungsreform; Denkfähigkeit
Abstract	Organismal biology (OrgBio) comprises the diversity, structures, and functions of all organisms from bacteria to humans. Arguably, OrgBio is often the most poorly taught and least conceptually rigorous section of the introductory biology sequence offered at most U.S. institutions of higher education. This article reports on the successful implementation of conceptual and pedagogical reforms in an introductory OrgBio course offered at a large public university. Conceptual reforms were based on a theoretical framework consisting of universal physical and chemical laws, deep molecular homologies, and diverse structure-function relationships. Pedagogical reforms involved the development of group active engagements (GAEs) that were designed to encourage students to develop their abilities to engage in principles-based reasoning. A new model for characterizing different approaches toward principles-based reasoning in biology was developed to analyze these GAEs. Two surveys indicated that OrgBio students developed more favorable perceptions about the effectiveness of GAE-based course offerings, as compared to similar lecture-based versions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01