Group Active Engagement Exercises: Pursuing the Recommendations of "Vision and Change" in an Introductory Undergraduate Science Course

Autor/inn/en	Jardine, Hannah E.; Levin, Daniel M.; Quimby, B. Booth; Cooke, Todd J.
Titel	Group Active Engagement Exercises: Pursuing the Recommendations of "Vision and Change" in an Introductory Undergraduate Science Course
Quelle	In: Journal of College Science Teaching, 46 (2017) 5, S.20-25 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
DOI	10.2505/4/jcst17_046_05_20
Schlagwörter	Introductory Courses; Undergraduate Students; Science Activities; Group Activities; Learner Engagement; Biological Sciences; Fundamental Concepts; Teaching Methods; Cooperative Learning; Change Strategies; Alignment (Education); Student Attitudes; Student Surveys; Interviews; Focus Groups; Observation; Ethnography; Educational Objectives; Educational Change; Maryland (College Park) + Suchen Sie Ihr Suchwort? Einführungskurs; Gruppenaktivität; Abwasserbiologie; Grundlagenplan; Konzept; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Lösungsstrategie; Schülerverhalten; Schülerbefragung; Interviewing; Interviewtechnik; Beobachtung; Ethnografie; Educational objective; Bildungsziel; Erziehungsziel; Bildungsreform
Abstract	"Vision and Change in Undergraduate Education: A Call to Action," published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE) exercises in an introductory biology course designed to incorporate the core concepts and competencies suggested by "Vision and Change" while focusing on collaborative, student-centered learning. Although current research provides evidence for the value of active learning pedagogies in supporting students' conceptual understanding, we argue that the GAE exercises may prove to be effective in supporting both students' conceptual understanding and their core scientific competencies. We describe our implementation of GAE exercises and analyze data from surveys, interviews, and in-class videos to explore students' perceptions of and participation in the GAE exercises. Through this analysis, we present the GAE exercises as curricular and instructional practices that meet the recommendations of "Vision and Change." (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	2020/1/01