Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

Autor/inn/en	Styers, Melanie L.; Van Zandt, Peter A.; Hayden, Katherine L.
Titel	Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills
Quelle	In: CBE - Life Sciences Education, 17 (2018) 3, Artikel 39 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-11-0332
Schlagwörter	Active Learning; Biological Sciences; Science Instruction; Critical Thinking; Thinking Skills; Undergraduate Students; Case Studies; STEM Education; Teaching Methods; Video Technology; Pretests Posttests; Comparative Analysis; Molecular Biology; Ecology; Cytology; Biochemistry; Technology Uses in Education; College Science; Alabama (Birmingham) + Suchen Sie Ihr Suchwort? Aktives Lernen; Abwasserbiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kritisches Denken; Denkfähigkeit; Case study; Fallstudie; Case Study; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Molekularbiologie; Ökologie; Zytologie; Biochemie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in (1) an introductory cell and molecular biology course, (2) an intermediate-level evolutionary ecology course, and (3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings. Activities included process-oriented guided-inquiry learning, model building, case studies, clicker-based think-pair-share strategies, and targeted critical thinking exercises. The proportion of time spent in active-learning activities relative to lecture varied among the courses, with increased active learning in intermediate/upper-level courses. Critical thinking was assessed via a pre/posttest design using the Critical Thinking Assessment Test. Students also assessed their own learning through a self-reported survey. Students in flipped courses exhibited gains in critical thinking, with the largest objective gains in intermediate and upper-level courses. Results from this study suggest that implementing active-learning strategies in the flipped classroom may benefit critical thinking and provide initial evidence suggesting that underrepresented and first-year students may experience a greater benefit. (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