Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction

Autor/inn/en	Mueller, Ashley L.; Knobloch, Neil A.; Orvis, Kathryn S.
Titel	Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction
Quelle	In: Journal of Agricultural Education, 56 (2015) 2, S.138-152 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Genetics; Science Instruction; Teacher Attitudes; Biotechnology; Learning Experience; Active Learning; High School Students; Scientific Concepts; Quasiexperimental Design; Student Motivation; Student Attitudes; Web Based Instruction; Program Descriptions; Student Interests; Science Curriculum; Units of Study; Course Content; Outcomes of Education + Suchen Sie Ihr Suchwort? Humangenetik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Biotechnologie; Lernerfahrung; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Schülerverhalten; Web Based Training; Studieninteresse; Lerneinheit; Kursprogramm; Lernleistung; Schulerfolg
Abstract	Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students' knowledge, motivation and perceptions of learning experiences using The Apple Genomics Project, a National Science Foundation-funded web-based curriculum. Students enrolled in both active learning classrooms and passive learning classrooms utilizing The Apple Genomics Project demonstrated an increase in knowledge of biotechnology and genetics, but did not show change of interest in learning science upon completion of the unit. However, student participants in active learning classrooms had more positive perceptions of learning experiences compared to those students enrolled in the passive learning classrooms. Regardless of the approach used, teachers shared similar perceptions regarding The Apple Genomics Project curriculum, specifically, the biotechnology and genomics unit, including the lesson content, lesson activities, use of technology, and overall impressions of the unit. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01