Infusing Active Learning into the Large-Enrollment Biology Class: Seven Strategies, from the Simple to Complex

Autor/inn/en	Allen, Deborah; Tanner, Kimberly
Titel	Infusing Active Learning into the Large-Enrollment Biology Class: Seven Strategies, from the Simple to Complex
Quelle	In: Cell Biology Education, 4 (2005) 4, S.262-268 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-7509
DOI	10.1187/cbe.05-08-0113
Schlagwörter	Active Learning; Large Group Instruction; Biology; College Science; Science Instruction; Inquiry; Problem Based Learning; Case Method (Teaching Technique); Questioning Techniques; Lecture Method; Discussion (Teaching Technique); Feedback (Response); Technology Uses in Education; Student Projects; Learning Processes; Peer Teaching; Cooperative Learning; Introductory Courses; Nonmajors + Suchen Sie Ihr Suchwort? Aktives Lernen; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Case method; Fallmethode; Befragungstechnik; Fragetechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulprojekt; Learning process; Lernprozess; Peer group teaching; Peer Group Teaching; Kooperatives Lernen; Einführungskurs
Abstract	The strategies for breaking down the roadblocks and realizing the promise of active learning and inquiry instruction in the large class are being tested and publicized. Educators who have addressed the multitude of issues that underlie implementation of active-learning strategies in large-enrollment settings are conscientiously spreading the word to the science education community by presenting at conferences or publishing in science education journals. In this article, the authors focus on the large-class setting, providing an overview of tried-and-true approaches for incorporating active learning, ranging from the simple to complex. The authors highlight those that have been implemented in the lecture classroom itself, rather than those that make use of small-enrollment lab and discussion sections, or of virtual environments such as electronic bulletin boards and computer-based learning modules. Although some seemingly fearless individuals have adapted problem-based learning (PBL) or the case study method to large-class settings, the authors focus for the most part on strategies and activities that typically do not require such a radical reframing of current standard practice, and are therefore more readily accessible to most science educators. (ERIC).
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	2017/4/10