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Direct linkGeorgianne L. Connell; Deborah A. Donovan; Elli J. Theobald – CBE - Life Sciences Education, 2023
Active-learning pedagogies often require group work. We tested aspects of forming groups in a nonmajors Biology class. We asked whether large or small groups affected student learning outcomes and attitudes towards working in groups. We placed students in groups of three or six and students stayed in their groups for the term. We measured learning…
Descriptors: College Science, Biology, Group Activities, Group Experience
Cooke, Todd J.; Jensen, Jeffrey S.; Carleton, Karen L.; Hall, Kristi L.; Jardine, Hannah E.; Kent, Bretton W.; Redish, Edward F.; Shultz, Jeffrey W. – American Biology Teacher, 2023
Organismal biology (OrgBio) comprises the diversity, structures, and functions of all organisms from bacteria to humans. Arguably, OrgBio is often the most poorly taught and least conceptually rigorous section of the introductory biology sequence offered at most U.S. institutions of higher education. This article reports on the successful…
Descriptors: Group Activities, Active Learning, Learner Engagement, Introductory Courses
A. Wakefield; R. R. Murray; E. Bell – Cogent Education, 2024
The use of technology in Higher Education teaching is now commonplace and can have multiple benefits for learners; however, the benefits of learner-generated digital media (LGDM) are understudied. Using a combination of pre- and post-workshop questionnaires and student critical reflections, we evaluated the impact of an assessed week-long…
Descriptors: Foreign Countries, Undergraduate Students, Biology, Science Education
Brittney Anne Ferrari – ProQuest LLC, 2023
Effective active learning supports student engagement in generative learning behaviors, often through collaborative group work. Although collaborative learning has many benefits, it can be difficult for individual instructors to prompt knowledge building discourse in large enrollment courses. Peer Learning Assistants (PLAs) can provide the…
Descriptors: Peer Teaching, Cooperative Learning, Group Activities, Introductory Courses
Premo, Joshua; Wyatt, Brittney N.; Horn, Matthew; Wilson-Ashworth, Heather – CBE - Life Sciences Education, 2022
While group work in undergraduate science education tends to have overall benefit, less is known about the specific peer-peer dynamics that optimize learning during group interaction. The current study used peer ratings and self-reported data from 436 students enrolled in team-based undergraduate science courses (biology or chemistry) to determine…
Descriptors: Undergraduate Students, Group Dynamics, Group Activities, Peer Relationship
Stanton, Julie Dangremond; Sebesta, Amanda J.; Dunlosky, John – CBE - Life Sciences Education, 2021
Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance. While metacognition can develop over time with practice, many students struggle to meaningfully engage in metacognitive processes. In an evidence-based teaching guide associated with this paper…
Descriptors: Metacognition, Performance Factors, Learning Strategies, Teaching Guides
