Active learning is becoming more prevalent in large science classrooms, and this study shows the impact on performance of being vocal during Socratic questioning in a General Chemistry course. 800 college students over a two year period were given a pre and post-test using the Chemistry Concept Reasoning Test. The pre-test results showed that…

Active learning in large science classrooms furthers opportunities for students to engage in the content and in meaningful learning, yet students can still remain anonymously silent. This study aims to understand the impact of active learning on these silent students in a large General Chemistry course taught via Socratic questioning and…

Genomics and bioinformatics are topics of increasing interest in undergraduate biological science curricula. Many existing exercises focus on gene annotation and analysis of a single genome. In this paper, we present two educational modules designed to enable students to learn and apply fundamental concepts in comparative genomics using examples…

Science Without Borders is a unique interdisciplinary science course that uses group and active-learning strategies and is in high demand among nonscience majors at a masters-level university. Registrar data showed that nonscience majors were far more likely to choose this course compared with other, discipline-based science courses. In an…

We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

This paper examines students' mixed perceptions of the use of active learning techniques in undergraduate science lectures. Written comments from over 250 students offered an in-depth view of why students perceive these techniques as helping or hindering their learning and experience. Fourth- and fifth-year students were more likely to view…

Many college science educators have moved away from the traditional lecture format and toward learner-centered classroom environments. Yet many of us struggle to cover large content loads, reverting at times to rote memorization. This paper suggests rote memorization simply does not work and students must be actively engaged to learn. (Contains 1…

Given the problems associated with the traditional lecture method, the constraints associated with large classes, and the effectiveness of active learning, continued development and testing of efficient student-centered learning approaches are needed. This study explores the effectiveness of team-based learning (TBL) in a large-enrollment…

Using primary literature in undergraduate science classes helps teach students both scientific information and process. However, students' lack of understanding of scientific techniques can hinder their understanding of the papers. This article describes a "technique module" that uses peer teaching and active learning to facilitate…

This paper presents the development and implementation of Problem-Based Learning (PBL) in an engineering thermodynamics course at Kettering University. In this project, the thermodynamics course was restructured as modules presenting practical applications first, whereas principles were introduced just-in-time and as encountered. Theoretical…

This study is an experimental introduction of web-based lecture delivery into a majors-level introductory biology course. Web-based delivery, achieved through the use of prerecorded Voice-Over PowerPoint video lectures, was introduced on a limited basis to an experimental section while a control group, with the same instructor, received standard…

This qualitative study describes the experiences of SI leaders in science courses. Analysis of data using Colaizzi's phenomenological approach has indicated the following advantages of the SI experience for SI leaders: (a) greater appreciation of the diversity of student learning styles, (b) increased understanding of the subject matter, (c)…

Introduces the Techniques in Chemistry I course taught in the Furman University Department of Chemistry which focuses on organic and inorganic chemistry. Uses a problem solving approach and active learning. (Contains 17 references.) (YDS)

Describes the implementation of a modular approach and some of the active learning strategies it employs, plans for evaluating the effectiveness of this approach, and plans for disseminating it broadly within the undergraduate chemistry community. (DDR)

The is the first report from a study of a structured active learning approach to an analytical chemistry course. The purpose of the study is to assess the longitudinal outcomes of this approach and to provide feedback to curriculum developers about the effects of the changes being made in the chemistry curriculum. The data, collected from a cohort…