Exploring Undergraduates' Perceptions of the Use of Active Learning Techniques in Science Lectures

Autor/in	Welsh, Ashley J.
Titel	Exploring Undergraduates' Perceptions of the Use of Active Learning Techniques in Science Lectures
Quelle	In: Journal of College Science Teaching, 42 (2012) 2, S.80-87 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Expectation; Active Learning; Student Attitudes; Undergraduate Students; Lecture Method; Higher Education; Science Instruction; Science Education; Teacher Student Relationship; Learner Engagement; Science Curriculum; Feedback (Response); Group Discussion; Academic Achievement; Foreign Countries; Focus Groups; Audience Response Systems; Canada + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Aktives Lernen; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gruppendiskussion; Schulleistung; Ausland; Kanada
Abstract	This paper examines students' mixed perceptions of the use of active learning techniques in undergraduate science lectures. Written comments from over 250 students offered an in-depth view of why students perceive these techniques as helping or hindering their learning and experience. Fourth- and fifth-year students were more likely to view in-class active learning techniques as a waste of lecture time, whereas third-year students and females perceived these techniques as instrumental to improving their understanding and their interactions with professors and peers. Students also provided recommendations for the effective use of active learning techniques in lecture. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10