The Influence of Lecturers' Expectations of Students' Role in Meaning Making on the Nature of Their Powerpoint Slides and the Quality of Students' Note-Making: A First-Year Biology Class Context

Autor/inn/en	Dukhan, Shalini; Brenner, Elisabeth; Cameron, Ann
Titel	The Influence of Lecturers' Expectations of Students' Role in Meaning Making on the Nature of Their Powerpoint Slides and the Quality of Students' Note-Making: A First-Year Biology Class Context
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 1, S.100-110 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dukhan, Shalini)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1598625
Schlagwörter	College Faculty; Teacher Expectations of Students; Visual Aids; Notetaking; Introductory Courses; Biology; College Science; Student Centered Learning; Teacher Attitudes; Undergraduate Students; Instructional Effectiveness; Learning Strategies; Course Descriptions; Foreign Countries; Cognitive Ability; Lecture Method; Teacher Responsibility; Student Responsibility; Influences; South Africa + Suchen Sie Ihr Suchwort? Fakultät; Anschauungsmaterial; Einführungskurs; Biologie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Unterrichtserfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kursstrukturplan; Ausland; Denkfähigkeit; Lehrverpflichtung; Influence; Einfluss; Einflussfaktor; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The "student-centred" lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' critical-thinking ability. The "student-directed" and "teacher-centred" lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, "student-directed" lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01