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ERIC Number: EJ1075936
Record Type: Journal
Publication Date: 2015-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: EISSN-1541-4329
Taking an Attention-Grabbing "Headlines First!" Approach to Engage Students in a Lecture Setting
Harris, G. Keith; Stevenson, Clint; Joyner, Helen
Journal of Food Science Education, v14 n4 p136-141 Oct 2015
Let's face it. Traditional lectures do not consistently capture our students' attention, especially when they are PowerPoint-driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of "wasted" investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem-based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students' attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how "Headlines First!" storytelling can be used effectively to engage students in the science classroom.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A