Classroom Observations to Characterize Active Learning Within Introductory Undergraduate Science Courses

In this article, the authors describe how classroom observations were used to characterize differences in instructional practices among undergraduate science courses. Student and faculty behaviors and dialogues were quantified using the Teaching Dimensions Observation Protocol (TDOP) in introductory...

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Bibliographic Details
Published in:Journal of college science teaching 2020-03, Vol.49 (4), p.24-29
Main Authors: McCance, Katherine, Weston, Timothy, Niemeyer, Emily
Format: Article
Language:English
Subjects:
Active Learning
Classroom Observation Techniques
Classrooms
Codes
College Science
Computer science
Cooperative Learning
Core curriculum
Data collection
Educational Technology
FEATURES
Feedback
Introductory Courses
Learning Activities
Pedagogy
Peer Relationship
Problem Solving
Professional development
Science Curriculum
STEM education
Student Behavior
Student Centered Learning
Students
Teaching Methods
Undergraduate Students
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Summary:In this article, the authors describe how classroom observations were used to characterize differences in instructional practices among undergraduate science courses. Student and faculty behaviors and dialogues were quantified using the Teaching Dimensions Observation Protocol (TDOP) in introductory science courses across multiple disciplines (e.g., biology, chemistry, and computer science) at a primarily undergraduate institution. Courses that had been revised to incorporate active learning pedagogies showed significant differences in classroom behaviors compared to unrevised courses. Revised courses had more class time devoted to student-centered behaviors and dialogues such as problem solving, peer interaction, and small group work, and spent less time with students listening to the instructor. Revised courses were also shown to have a "student-centered" instructional profile while unrevised courses used a more instructor-centered "interactive lecture" format. These results show that even when using a relatively small sample size, an observational assessment such as the TDOP is an effective technique to detect instructional differences occurring within introductory undergraduate science classrooms.
ISSN:0047-231X
1943-4898
DOI:10.1080/0047231X.2020.12315636