Active Learning Tools Improve the Learning Outcomes, Scientific Attitude, and Critical Thinking in Higher Education: Experiences in an Online Course during the COVID-19 Pandemic

Autor/inn/en	Rossi, Izadora Volpato; Lima, Jordana Dinorá; Sabatke, Bruna; Nunes, Maria Alice Ferreira; Ramirez, Graciela Evans; Ramirez, Marcel Ivan
Titel	Active Learning Tools Improve the Learning Outcomes, Scientific Attitude, and Critical Thinking in Higher Education: Experiences in an Online Course during the COVID-19 Pandemic
Quelle	In: Biochemistry and Molecular Biology Education, 49 (2021) 6, S.888-903 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rossi, Izadora Volpato) ORCID (Sabatke, Bruna) ORCID (Ramirez, Marcel Ivan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21574
Schlagwörter	Active Learning; Online Courses; COVID-19; Pandemics; Distance Education; Inquiry; College Science; Science Instruction; Student Research; Student Projects; Student Attitudes; Scientific Attitudes; Instructional Effectiveness; College Students; Learning Experience; Critical Thinking + Suchen Sie Ihr Suchwort? Aktives Lernen; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Studentenforschung; Schulprojekt; Schülerverhalten; Unterrichtserfolg; Collegestudent; Lernerfahrung; Kritisches Denken
Abstract	Active teaching methodologies have been placed as a hope for changing education at different levels, transiting from passive lecture-centered to student-centered learning. With the health measures of social distance, the COVID-19 pandemic forced a strong shift to remote education. With the challenge of delivering quality education through a computer screen, we validated and applied an online course model using active teaching tools for higher education. We incorporated published active-learning strategies into an online construct, with problem-based inquiry and design of inquiry research projects to serve as our core active learning tool. The gains related to students' science learning experiences and their attitudes toward science were assessed by applying questionnaires before, during, and after the course. The course counted on the participation of 83 students, most of them (60.8%) from postgraduate students. Our results show that engagement provided by active learning methods can improve performance both in hard and soft skills. Students' participation seems to be more relevant when activities require the interaction of information, prediction, and reasoning, such as open-ended questions and design of research projects. Therefore, our data show that, in pandemic, active learning tools benefit students and improve their critical thinking and their motivation and positive positioning in science. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01