Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was mo...

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Bibliographic Details
Published in:CBE life sciences education 2016-03, Vol.15 (1), p.ar3-ar3
Main Authors: Connell, Georgianne L, Donovan, Deborah A, Chambers, Timothy G
Format: Article
Language:English
Subjects:
Active Learning
Attitude
Biology
Biology - education
Biology - methods
Classroom Observation Techniques
Comparative Analysis
Cooperative Learning
Educational Change
Educational Measurement - methods
Female
Formative Evaluation
Humans
Introductory Courses
Item Response Theory
Male
Metacognition
Models, Educational
Multiple Regression Analysis
Problem-Based Learning - methods
Science Instruction
Science Tests
Scores
Statistical Analysis
STEM Education
Student Attitudes
Student Centered Learning
Students
Teaching Methods
Undergraduate Students
Washington
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Summary:Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section.
ISSN:1931-7913
1931-7913
DOI:10.1187/cbe.15-03-0062