Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry

2012 ◽  
Vol 36 (4) ◽  
pp. 325-335 ◽  
Author(s):  
Douglas B. Luckie ◽  
Jacob R. Aubry ◽  
Benjamin J. Marengo ◽  
Aaron M. Rivkin ◽  
Lindsey A. Foos ◽  
...  
Keyword(s):  
Student Learning ◽  
Response Rates ◽  
Introductory Biology ◽  
Student Opinions ◽  
Medical College ◽  
Admissions Test ◽  
Content Coverage ◽  
Classroom Laboratory ◽  
Biology Laboratory ◽  
Increasing Student Learning

In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased, student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wk-long inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories ( n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk ( n = 543) or 14-wk ( n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculate traditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.

Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of “Teams and Streams”

2004 ◽  
Vol 28 (4) ◽  
pp. 199-209 ◽  
Author(s):  
Douglas B. Luckie ◽  
Joseph J. Maleszewski ◽  
Sarah D. Loznak ◽  
Marija Krha
Keyword(s):  
Student Learning ◽  
Introductory Biology ◽  
Student Responses ◽  
Medical College ◽  
Laboratory Design ◽  
Admission Test ◽  
Classroom Laboratory ◽  
Standardized Exams ◽  
Biology Curriculum

Are traditional laboratories in the core introductory biology courses teaching physiology majors the art and trade of science, or simply leaving them with a memory of trivial experiments done for unknown reasons? Our students, a population dominated by premed and physiology majors, think the latter and have encouraged us to challenge this model, and it turns out scientists and education researchers agree with our students ( 4 , 31 , 32 ). In an effort to remedy this, we began a long-term redesign of the introductory biology sequence to become what is now a sequence of inquiry laboratories we term “Teams and Streams” (TS). In these TS inquiry labs, student research teams pose a scientific question/hypothesis, propose an experimental design, perform multi-week investigations and then present their findings in various forms (web, interviews, and papers). The response to this classroom laboratory design has been overwhelmingly positive. In a qualitative study of student opinion (where 260 student responses were studied), surveys conducted at the end of semesters where traditional scripted labs were used ( n = 70 comments) had predominately negative opinions (80% negative responses), whereas the reverse was true for students ( n = 190 comments) who participated in courses using the TS inquiry labs (78% positive responses). In a quantitative assessment of content knowledge, students who participated in new TS inquiry labs ( n = 245) outscored their peers in traditional labs ( n = 86) on Medical College Admission Test-style standardized exams (59.3 ± 0.8% vs. 48.9 ± 1.3%, respectively; P < 0.0001). We believe these quantitative data support the qualitative findings and suggest the TS inquiry lab approach increases student 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.

scholarly journals Parental Communication Increases Student Learning Motivation in Elementary Schools

2021 ◽  
Vol 5 (4) ◽  
pp. 622
Author(s):  
Alfauzan Amin ◽  
Alimni Alimni ◽  
Dwi Agus Kurniawan ◽  
Miftahul Zannah Azzahra ◽  
Sabila Eka Septi
Keyword(s):  
Student Learning ◽  
Religious Education ◽  
Descriptive Analysis ◽  
Quantitative Description ◽  
Learning Motivation ◽  
School Level ◽  
Parental Communication ◽  
Quantitative Descriptive Analysis ◽  
Quantitative Descriptive ◽  
Increasing Student Learning

There is still a lack of parental communication on students' learning motivation at the elementary school level. It has an impact on the level of student learning motivation that is less. This study aims to analyze parental communication on students' learning motivation in the learning process of Islamic religious education. This type of research is a mixed-method, namely quantitative and qualitative with an explanatory design. The subjects in this study were parents and elementary students. Data collection techniques used in this study were the distribution of questionnaires and interviews. The data analysis method used is a quantitative descriptive analysis by testing the findings using apps, record results, and concluding. Quantitative description by distributing questionnaires and conducting interviews. The results showed differences and influences between parental communication and student learning motivation in Islamic religious education subjects. So, it can be concluded that parental communication on student learning motivation has been carried out very well, although not optimally. Parental communication has been done well so that students' learning motivation will also increase and impact increasing student learning discipline.

Increasing Student Learning Through Volitional Control

2004 ◽  
Vol 106 (9) ◽  
pp. 1695-1714 ◽  
Author(s):  
Erin J. Mccann ◽  
Jeannine E. Turner
Keyword(s):  
Student Learning ◽  
Volitional Control ◽  
Increasing Student Learning

scholarly journals Assessing Pharmacy Students’ and Preceptors’ Understanding of and Exposure to Antimicrobial Stewardship Practices on Introductory Pharmacy Practice Experiences

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 149 ◽  
Author(s):  
Sara Revolinski ◽  
Jacqueline Pawlak ◽  
Ciara Beckers
Keyword(s):  
Antimicrobial Stewardship ◽  
Policy Development ◽  
Pharmacy Practice ◽  
Response Rates ◽  
Student Understanding ◽  
Pharmacy Students ◽  
Medical College ◽  
Healthcare Settings ◽  
Integral Role ◽  
School Curricula

Antimicrobial stewardship (AMS) is commonly employed, and may be required, in multiple healthcare settings, with pharmacists playing an integral role in developing and conducting AMS techniques. Despite its prevalence, AMS is minimally taught in pharmacy school curricula. In order to increase student and preceptor understanding and application of AMS techniques, the Medical College of Wisconsin School of Pharmacy required introductory pharmacy practice students to complete three checklists and reflections of AMS techniques observed at three different practice settings: inpatient, ambulatory, and community (retail) pharmacy. Student and preceptor understanding and application of AMS techniques were then assessed via voluntary survey. Survey response rates were 43% for pharmacy students, while preceptor response rates were 27%. Student understanding and application of AMS techniques increased after completion of the AMS checklist, with the largest magnitude of change seen with antibiotic selection recommendations and guideline and policy development. Preceptor understanding was minimally impacted by the activity; however, an increase in understanding was seen for allergy assessments, antibiotic time-outs, and vaccine assessments and recommendations. AMS is an important component of pharmacy practice today. Implementation of a checklist and reflection activity within experiential education increases perceived student understanding and application of relevant AMS techniques.

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