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ERIC Number: EJ854249
Record Type: Journal
Publication Date: 2006-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1539-2422
The Effects of Instructional Approaches on the Improvement of Reasoning in Introductory College Biology: A Quantitative Review of Research
Daempfle, Peter A.
Bioscene: Journal of College Biology Teaching, v32 n4 p22-31 Dec 2006
The majority of undergraduates lack advanced reasoning patterns, which are necessary for significant achievement in college science courses. The purpose of this paper is to review the studies of various instructional practices in introductory college biology courses that claim to develop reasoning. Most of these were non-traditional, inquiry-based, collaborative approaches that were shown to improve reasoning and scientific attitudes and did not adversely affect content acquisition. The inclusion of writing, direct teaching of formal and informal reasoning models, and length of time of instruction were variables that effected positive gains in reasoning development. How the instructional variables play a role in changing reasoning remains a black box. (Contains 1 figure and 1 table.)
Association of College and Biology Educators. Web site: http://acube.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A