A "Vision and Change" Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning

Autor/inn/en	Auerbach, Anna Jo; Schussler, Elisabeth
Titel	A "Vision and Change" Reform of Introductory Biology Shifts Faculty Perceptions and Use of Active Learning
Quelle	In: CBE - Life Sciences Education, 16 (2017) 4, Artikel 57 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-08-0258
Schlagwörter	Undergraduate Students; Introductory Courses; Biology; Science Instruction; Teaching Methods; Active Learning; Teacher Attitudes; Educational Change; Majors (Students); Instructional Effectiveness; Science Achievement; Achievement Gains; Cooperative Learning; Interviews; Attitude Change; Definitions; Feedback (Response); Classroom Observation Techniques; Statistical Analysis; Effect Size; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Einführungskurs; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lehrerverhalten; Bildungsreform; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Kooperatives Lernen; Interviewing; Interviewtechnik; Attitudinal change; Einstellungsänderung; Begriffsbestimmung; Statistische Analyse; Theorie-Praxis-Beziehung
Abstract	Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors' two-course introductory sequence as outlined by the "Vision and Change in Undergraduate Biology Education" final report. One goal of the curricular reform was to integrate core biological concepts and competencies into the courses using AL pedagogical approaches. The purpose of this study was to observe the instructional practices used by faculty (N = 10) throughout the 3-year process of reform to determine whether the use of AL strategies (including student collaboration) increased, given that it can maximize student learning gains. Instructors participated in yearly interviews to track any change in their perceptions of AL instruction. Instructors increased their average use of AL by 12% (group AL by 8%) of total class time throughout the 3-year study. Interviews revealed that instructors shifted their definitions of AL and talked more about how to assess student learning over the 3 years of the project. Collaboration, feedback, and time may have been important factors in the reform, suggesting that small shifts over time can accumulate into real change in the classroom. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01