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Shea, Lauren; Bégin, Chantale; Osovitz, Christopher; Prevost, Luanna – Journal of College Science Teaching, 2020
Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with…
Descriptors: Audience Response Systems, Class Size, Introductory Courses, Biology
Ziegenfuss, Donna H.; Furse, Cynthia M. – Practical Assessment, Research & Evaluation, 2021
This paper describes the application of formative assessment methods in a flipped freshman engineering circuits course. This student-centered approach provided value for the instructor seeking to improve the learning environment and content in real-time, and for the students who actively participated in the process of course improvement. Three…
Descriptors: Flipped Classroom, Formative Evaluation, Feedback (Response), College Freshmen
Tomkin, Jonathan H.; Beilstein, Shereen O.; Morphew, Jason W.; Herman, Geoffrey L. – International Journal of STEM Education, 2019
Background: With the increased attention on the need to retain students within STEM majors, it is important for STEM instructors to adopt evidence-based instructional practices that are student-centric and employ active learning techniques. However, traditional approaches for increasing student-centric, active learning practices such as workshops,…
Descriptors: Communities of Practice, Active Learning, Large Group Instruction, STEM Education
Bergey, Bradley W. – ProQuest LLC, 2014
Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known about the nature of student questioning during typical instructional contexts such as listening to a lecture, including the extent and nature of student-generated questions, how…
Descriptors: Undergraduate Students, Chemistry, College Science, Lecture Method
Linton, Debra L.; Pangle, Wiline M.; Wyatt, Kevin H.; Powell, Karli N.; Sherwood, Rachel E. – CBE - Life Sciences Education, 2014
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between…
Descriptors: Active Learning, Introductory Courses, Biology, Majors (Students)
Henry, Michael – History Teacher, 2002
For over thirty years, teaching the United States history survey course has been the focus of the author's professional life. At both the high school and college level, he has introduced students to the sweep of American history from Jamestown to Watergate. During those years, he has grappled with the conundrum of how to make this often-unwieldy…
Descriptors: Constructivism (Learning), United States History, Introductory Courses, Primary Sources
Allen, Deborah; Tanner, Kimberly – Cell Biology Education, 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…
Descriptors: Active Learning, Large Group Instruction, Biology, College Science