NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ847048
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: ERIC
Reference Count: 56
ISSN: ISSN-1536-7509
Infusing Active Learning into the Large-Enrollment Biology Class: Seven Strategies, from the Simple to Complex
Allen, Deborah; Tanner, Kimberly
Cell Biology Education, v4 n4 p262-268 Win 2005
The strategies for breaking down the roadblocks and realizing the promise of active learning and inquiry instruction in the large class are being tested and publicized. Educators who have addressed the multitude of issues that underlie implementation of active-learning strategies in large-enrollment settings are conscientiously spreading the word to the science education community by presenting at conferences or publishing in science education journals. In this article, the authors focus on the large-class setting, providing an overview of tried-and-true approaches for incorporating active learning, ranging from the simple to complex. The authors highlight those that have been implemented in the lecture classroom itself, rather than those that make use of small-enrollment lab and discussion sections, or of virtual environments such as electronic bulletin boards and computer-based learning modules. Although some seemingly fearless individuals have adapted problem-based learning (PBL) or the case study method to large-class settings, the authors focus for the most part on strategies and activities that typically do not require such a radical reframing of current standard practice, and are therefore more readily accessible to most science educators.
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail:; Website:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A