Conducting an Introductory Biology Course in an Active Learning Classroom: A Case Study of an Experienced Faculty Member

2014 ◽  
Vol 2014 (137) ◽  
pp. 71-76 ◽  
Author(s):  
David Langley ◽  
S. Selcen Guzey
Keyword(s):  
Active Learning ◽  
Faculty Member ◽  
Introductory Biology ◽  
Introductory Biology Course

scholarly journals Biosensors Show Promise as a Measure of Student Engagement in a Large Introductory Biology Course

2020 ◽  
Vol 19 (4) ◽  
pp. ar50
Author(s):  
Karen S. McNeal ◽  
Min Zhong ◽  
Nick A. Soltis ◽  
Lindsay Doukopoulos ◽  
Elijah T. Johnson ◽  
...  
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Galvanic Skin Response ◽  
The Other ◽  
Learning Approaches ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Skin Response ◽  
Introductory Biology Course

Skin biosensors were used to measure student engagement in an introductory biology classroom. One section of the class was taught with active-learning approaches, the other with traditional lecture. Results from galvanic skin response devices indicated students in the active-learning classroom were more engaged than those in the traditional lecture.

Molecular Sculpting: Active Learning of Subcellular Systems & Processes

2016 ◽  
Vol 78 (6) ◽  
pp. 482-491
Author(s):  
Peter J. T. White
Keyword(s):  
Active Learning ◽  
Molecular System ◽  
Calvin Cycle ◽  
Krebs Cycle ◽  
Three Dimensional ◽  
Learning Activity ◽  
Introductory Biology ◽  
Post Class ◽  
Biology Courses ◽  
Introductory Biology Course

Students often struggle to understand the complex molecular systems and processes presented in introductory biology courses. These include the Calvin cycle, the Krebs cycle, transcription and translation, and DNA replication, among others. Traditionally, these systems and processes are taught using textbook readings and PowerPoint slides as lecture aids; video animations have also become popular in recent years. Students tend to be passive observers in many of these methods of instruction, relying heavily on “memorization” learning techniques. To address this, I developed an active-learning intervention called “molecular sculpting” in which students construct two-dimensional or three-dimensional versions of an assigned molecular system or process, complete with representations of proteins, chromosomes, electrons, protons, and other molecules (depending on the system). The value of this learning activity was measured in five class sessions in an introductory biology course during the 2014–2015 academic year. Pre- and post-class written assignments showed that students were often able to describe course concepts more completely after sessions in which sculpting was used, compared with sessions without sculpting. Molecular sculpting is a unique, hands-on activity that appears to have significant learning gains associated with it; it can be adapted for use in a variety of K–14 biology courses.

scholarly journals Workshop Biology: Demonstrating the Effectiveness of Active Learning in an Introductory Biology Course

BioScience ◽  
2002 ◽  
Vol 52 (3) ◽  
pp. 272 ◽  
Author(s):  
DANIEL UDOVIC ◽  
DEBORAH MORRIS ◽  
ALAN DICKMAN ◽  
JOHN POSTLETHWAIT ◽  
PETER WETHERWAX
Keyword(s):  
Active Learning ◽  
Introductory Biology ◽  
Introductory Biology Course

scholarly journals Increased Course Structure Improves Performance in Introductory Biology

2011 ◽  
Vol 10 (2) ◽  
pp. 175-186 ◽  
Author(s):  
Scott Freeman ◽  
David Haak ◽  
Mary Pat Wenderoth
Keyword(s):  
Active Learning ◽  
Course Design ◽  
Learning Activities ◽  
Risk Assessments ◽  
Failure Rates ◽  
Exam Score ◽  
Introductory Biology ◽  
Course Structure ◽  
Introductory Biology Course ◽  
The Impact

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.

A Case Study on the Effects of Active Learning Classrooms in Higher Education

2018 ◽  
Vol 24 (4) ◽  
pp. 733-754
Author(s):  
Hyeon Woo Lee ◽  
Yoon Mi Cha ◽  
Kibeom Kim Kibeom Kim
Keyword(s):  
Higher Education ◽  
Active Learning

Failure mode and effect analysis (FMEA) to improve collaborative project-based learning: Case study of a Study and Research Path in mechanical engineering

2021 ◽  
pp. 030641902199904
Author(s):  
Elena Bartolomé ◽  
Paula Benítez
Keyword(s):  
Active Learning ◽  
Failure Mode ◽  
Mechanical Engineering ◽  
Failure Modes ◽  
Collaborative Study ◽  
Project Based Learning ◽  
Educational Process ◽  
Effect Analysis ◽  
Questions And Answers

Failure Mode and Effect Analysis (FMEA) is a powerful quality tool, widely used in industry, for the identification of failure modes, their effects and causes. In this work, we investigated the utility of FMEA in the education field to improve active learning processes. In our case study, the FMEA principles were adapted to assess the risk of failures in a Mechanical Engineering course on “Theory of Machines and Mechanisms” conducted through a project-based, collaborative “Study and Research Path (SRP)” methodology. The SRP is an active learning instruction format which is initiated by a generating question that leads to a sequence of derived questions and answers, and combines moments of study and inquiry. By applying the FMEA, the teaching team was able to identify the most critical failures of the process, and implement corrective actions to improve the SRP in the subsequent year. Thus, our work shows that FMEA represents a simple tool of risk assesment which can serve to identify criticality in educational process, and improve the quality of active learning.

scholarly journals Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course

2014 ◽  
Vol 13 (2) ◽  
pp. 311-321 ◽  
Author(s):  
Michelle Mynlieff ◽  
Anita L. Manogaran ◽  
Martin St. Maurice ◽  
Thomas J. Eddinger
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Act Scores ◽  
Writing Assignments ◽  
Traditional Lecture ◽  
Calibrated Peer Review ◽  
Written Recall ◽  
Introductory Biology Course ◽  
Retention Of Knowledge ◽  
Improve Student Learning

Writing assignments, including note taking and written recall, should enhance retention of knowledge, whereas analytical writing tasks with metacognitive aspects should enhance higher-order thinking. In this study, we assessed how certain writing-intensive “interventions,” such as written exam corrections and peer-reviewed writing assignments using Calibrated Peer Review and including a metacognitive component, improve student learning. We designed and tested the possible benefits of these approaches using control and experimental variables across and between our three-section introductory biology course. Based on assessment, students who corrected exam questions showed significant improvement on postexam assessment compared with their nonparticipating peers. Differences were also observed between students participating in written and discussion-based exercises. Students with low ACT scores benefited equally from written and discussion-based exam corrections, whereas students with midrange to high ACT scores benefited more from written than discussion-based exam corrections. Students scored higher on topics learned via peer-reviewed writing assignments relative to learning in an active classroom discussion or traditional lecture. However, students with low ACT scores (17–23) did not show the same benefit from peer-reviewed written essays as the other students. These changes offer significant student learning benefits with minimal additional effort by the instructors.

A Mixed Exam Format Closes the Gap for Students with a Conflict between Their Religious Belief & the Theory of Evolution

2014 ◽  
Vol 76 (2) ◽  
pp. 101-108 ◽  
Author(s):  
Kathrin F. Stanger-Hall ◽  
Julianne A. Wenner
Keyword(s):  
Student Performance ◽  
Religious Belief ◽  
Religious Conflict ◽  
Evidence Based ◽  
Introductory Biology ◽  
Final Exam ◽  
Constructed Response ◽  
Theory Of Evolution ◽  
Acceptance Of Evolution ◽  
Introductory Biology Course

We assessed the performance of students with a self-reported conflict between their religious belief and the theory of evolution in two sections of a large introductory biology course (N = 373 students). Student performance was measured through pretest and posttest evolution essays and multiple-choice (MC) questions (evolution-related and non-evolution-related questions) on the final exam and posttest. The two class sections differed only in exam format: MC with or without constructed-response (CR) questions. Although students with a reported conflict scored significantly lower on the final exam in the MC-only section, they scored equally well in the MC+CR section, and all students in the MC+CR section performed significantly better overall. As a result, (1) a religious conflict with evolution can be negatively associated with student achievement in introductory biology, but (2) assessment with constructed response was associated with a closed performance gap between students with and without a conflict. We suggest that differences in exam format and focus on student acceptance of evolution (either evidence-based or opinion), rather than reported conflict, may contribute to the inconsistencies in student learning of evolution across research studies, and that CR questions may help students overcome other obstacles to learning evolution.

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