ERIC Number: EJ962666
Record Type: Journal
Publication Date: 2011-Dec
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1931-7913
EISSN: N/A
Active Learning "Not" Associated with Student Learning in a Random Sample of College Biology Courses
Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.
CBE - Life Sciences Education, v10 n4 p394-405 Dec 2011
Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. (Contains 6 tables, 3 figures and 1 footnote.)
Descriptors: Research, Expertise, Constructivism (Learning), College Science, Active Learning, Biology, Researchers, Science Education, Learning, Introductory Courses, Investigations, College Faculty, Correlation, Science Instruction
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A