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ERIC Number: EJ1041392
Record Type: Journal
Publication Date: 2014-May
Pages: 8
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0047-231X
Examples from the Trenches: Improving Student Learning in the Sciences Using Team-Based Learning
Metoyer, Sandra K.; Miller, Scott T.; Mount, Jennifer; Westmoreland, Sandra L.
Journal of College Science Teaching, v43 n5 p40-47 May 2014
Half of students who start college pursuing a degree in science drop out of the sciences by their senior year. This is due, in part, to low attendance and lack of preparation by the students. The failure to develop instructional strategies that actively engage students in science, however, is also a marked factor. A crucial need to reform how college science is taught exists so that future science professionals will persist, the number of individuals pursuing a baccalaureate degree in science will increase, and science literacy of all students will be improved. One method for reforming how college science is taught is shifting to a more student-centered collaborative instructional format using team-based learning (TBL). The purpose of this paper is to describe the structure and implementation of TBL and to provide examples of the phases of the TBL model in authentic context. It is also to establish TBL as an innovative model of instruction that enhances college science learning and teaching. Outcomes, in the form of student feedback and gains in student learning, are discussed. Results from the combined experiences of the authors support the use of TBL as an effective instructional strategy to enhance student investment and learning of science.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A