Literaturnachweis - Detailanzeige
| Autor/inn/en | Bernot, Melody J.; Metzler, Jennifer |
|---|---|
| Titel | A Comparative Study of Instructor and Student-Led Learning in a Large Nonmajors Biology Course: Student Performance and Perceptions |
| Quelle | In: Journal of College Science Teaching, 44 (2014) 1, S.48-55 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| Schlagwörter | Biology; Nonmajors; Comparative Analysis; Teaching Methods; Intermode Differences; Instructional Innovation; Instructional Effectiveness; Conventional Instruction; Lecture Method; Active Learning; Experimental Groups; Control Groups; Academic Achievement; Achievement Gains; Performance Based Assessment; Course Evaluation; Teacher Attitudes; Student Attitudes; Participant Satisfaction; College Science; Introductory Courses; College Students; Indiana |
| Abstract | Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to instructional techniques that engage students in the learning process and defer the instructional role from the teacher to the student. In spring 2012, we taught two sections of an introductory nonmajors biology course using a traditional lecture approach in one section and an active learning student-led approach in the other section to assess student learning and course perceptions. Performance on content assessments (homework, exams) and course final grades did not differ between students in the "student-led" section relative to students in the "instructor-led" section. However, students in the student-led section completed more optional assignments potentially because of increased autonomous learning. Student perceptions of the student-led technique were consistently negative. Thus, incorporating active learning techniques is likely most effective when independent learning is augmented with instructor-directed classroom activities. (As Provided). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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