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Flowers S, Holder KH, Gardner SM. Here Is the Biology, Now What is the Mechanism? Investigating Biology Undergraduates' Mechanistic Reasoning within the Context of Biofilm Development. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00221-22. [PMID: 37614873 PMCID: PMC10443404 DOI: 10.1128/jmbe.00221-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Accepted: 05/03/2023] [Indexed: 08/25/2023]
Abstract
Understanding molecular processes and coordinating the various activities across levels of organization in biological systems is a complicated task, yet many curricular guidelines indicate that undergraduate students should master it. Employing mechanistic reasoning can facilitate describing and investigating biological phenomena. Biofilms are an important system in microbiology and biology education. However, few empirical studies have been conducted on student learning of biofilms or how students utilize mechanistic reasoning related to systems thinking to explain biofilm formation. Using mechanistic reasoning and the theory of knowledge integration as conceptual and analytical frameworks, we examined the features of 9 undergraduate biology students' mechanistic models of a specific transition point in biofilm development. From these data, we constructed a model of knowledge integration in the context of biofilms, which categorizes students' knowledge based on features of their descriptions (e.g., entities, correct connections, and the nature of connections). We found that 4 of 9 students produced a fragmented model, 4 of 9 students produced a transitional model, and 1 student produced a connected model. Overall, students often did not discuss cell-cell communication mechanics in their mechanistic models and rarely included the role of gene regulation. Most connections were considered nonnormative and lacked important entities, leading to an abundance of unspecified causal connections. We recommend increasing instructional support of mechanistic reasoning within systems (e.g., identifying entities across levels of organization and their relevant activities) and creating opportunities for students to grapple with their understanding of various biological concepts and to explore how processes interact and connect in a complex system.
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Affiliation(s)
- Sharleen Flowers
- Department of Biological Sciences, Purdue University, West Lafayette, Indiana, USA
| | - Kal H. Holder
- Department of Biological Sciences, Purdue University, West Lafayette, Indiana, USA
| | - Stephanie M. Gardner
- Department of Biological Sciences, Purdue University, West Lafayette, Indiana, USA
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2
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Halmo SM, Bremers EK, Fuller S, Stanton JD. "Oh, that makes sense": Social Metacognition in Small-Group Problem Solving. CBE LIFE SCIENCES EDUCATION 2022; 21:ar58. [PMID: 35998162 PMCID: PMC9582819 DOI: 10.1187/cbe.22-01-0009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 05/13/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
Stronger metacognition, or awareness and regulation of thinking, is related to higher academic achievement. Most metacognition research has focused at the level of the individual learner. However, a few studies have shown that students working in small groups can stimulate metacognition in one another, leading to improved learning. Given the increased adoption of interactive group work in life science classrooms, there is a need to study the role of social metacognition, or the awareness and regulation of the thinking of others, in this context. Guided by the frameworks of social metacognition and evidence-based reasoning, we asked: 1) What metacognitive utterances (words, phrases, statements, or questions) do students use during small-group problem solving in an upper-division biology course? 2) Which metacognitive utterances are associated with small groups sharing higher-quality reasoning in an upper-division biology classroom? We used discourse analysis to examine transcripts from two groups of three students during breakout sessions. By coding for metacognition, we identified seven types of metacognitive utterances. By coding for reasoning, we uncovered four categories of metacognitive utterances associated with higher-quality reasoning. We offer suggestions for life science educators interested in promoting social metacognition during small-group problem solving.
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Affiliation(s)
| | - Emily K. Bremers
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
| | - Sammantha Fuller
- Department of Cellular Biology, University of Georgia, Athens, GA 30602
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3
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Biswas S, Benabentos R, Brewe E, Potvin G, Edward J, Kravec M, Kramer L. Institutionalizing evidence-based STEM reform through faculty professional development and support structures. INTERNATIONAL JOURNAL OF STEM EDUCATION 2022; 9:36. [PMID: 35578717 PMCID: PMC9098573 DOI: 10.1186/s40594-022-00353-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 04/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for Institutionalizing Scientific Learning (CISL) is an HHMI-funded program to reform undergraduate science and mathematics education at a large Hispanic-Serving public research university. The program has established a Faculty Scholar support model to impact the number of science and mathematics faculty using evidence-based practices in their classrooms. Through this program, Scholars are selected to undertake a transformation of a course of their choice and conduct an assessment of the impact of the reform on students-while receiving multiple supports including summer salary, undergraduate Learning Assistants, professional development, course assessment and education research support, and opportunities to develop manuscripts on their course transformations. RESULTS CISL has supported over 40 Faculty Scholars in the transformation of both introductory and upper division biology, chemistry, physics and mathematics courses. Faculty are motivated to transform a course due to factors related to their own experiences and beliefs, their students' needs, the course structure, and/or departmental elements. Quantitative analysis of the impact of the project on student success show that, overall, students in CISL-supported courses have higher passing rates compared to students in traditional classrooms. Survey and interviews of Faculty Scholars identified that the most valuable elements of the program were the personnel support from undergraduate Learning Assistants during reform implementation and guidance from the program's Assistant Director during design, implementation and evaluation. CONCLUSIONS The CISL program provides an example of significant effort sustained over several years to systematically improve the quality and culture of undergraduate education in a large research-intensive Hispanic Serving Institution. The program has had an overall positive impact on the professional development of Faculty Scholars and led to an increase in the number of STEM courses implementing evidence-based teaching practices, thus, taking a step towards solidifying a culture of evidence-based instructional strategies in STEM departments. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-022-00353-z.
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Affiliation(s)
- Sreyasi Biswas
- Taylor Institute for Teaching and Learning, University of Calgary, Calgary, Canada
- STEM Transformation Institute, Florida International University, 11200 SW 8th St, Miami, FL 33199 USA
| | - Rocio Benabentos
- STEM Transformation Institute, Florida International University, 11200 SW 8th St, Miami, FL 33199 USA
| | - Eric Brewe
- Department of Physics, Drexel University, Philadelphia, PA 19104 USA
| | - Geoff Potvin
- STEM Transformation Institute, Florida International University, 11200 SW 8th St, Miami, FL 33199 USA
- Department of Physics, Florida International University, Miami, FL 33199 USA
| | - Julian Edward
- Department of Mathematics and Statistics, Florida International University, Miami, FL 33199 USA
| | - Marcy Kravec
- Department of Biological Sciences, Florida International University, Miami, FL 33199 USA
- Academic Affairs, Florida International University, Miami, FL 33199 USA
| | - Laird Kramer
- STEM Transformation Institute, Florida International University, 11200 SW 8th St, Miami, FL 33199 USA
- Department of Physics, Florida International University, Miami, FL 33199 USA
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4
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Avena JS, McIntosh BB, Whitney ON, Wiens A, Knight JK. Successful Problem Solving in Genetics Varies Based on Question Content. CBE LIFE SCIENCES EDUCATION 2021; 20:ar51. [PMID: 34546101 PMCID: PMC8715770 DOI: 10.1187/cbe.21-01-0016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/21/2021] [Revised: 07/16/2021] [Accepted: 07/22/2021] [Indexed: 06/13/2023]
Abstract
Problem solving is a critical skill in many disciplines but is often a challenge for students to learn. To examine the processes both students and experts undertake to solve constructed-response problems in genetics, we collected the written step-by-step procedures individuals used to solve problems in four different content areas. We developed a set of codes to describe each cognitive and metacognitive process and then used these codes to describe more than 1800 student and 149 expert answers. We found that students used some processes differently depending on the content of the question, but reasoning was consistently predictive of successful problem solving across all content areas. We also confirmed previous findings that the metacognitive processes of planning and checking were more common in expert answers than student answers. We provide suggestions for instructors on how to highlight key procedures based on each specific genetics content area that can help students learn the skill of problem solving.
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Affiliation(s)
- Jennifer S. Avena
- Department of Molecular, Cellular, and Developmental Biology
- School of Education, University of Colorado Boulder, Boulder, CO 80309
| | - Betsy B. McIntosh
- Department of Molecular, Cellular, and Developmental Biology
- School of Education, University of Colorado Boulder, Boulder, CO 80309
| | | | - Ashton Wiens
- Department of Applied Mathematics, University of Colorado Boulder, Boulder, CO 80309
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5
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Odom S, Boso H, Bowling S, Brownell S, Cotner S, Creech C, Drake AG, Eddy S, Fagbodun S, Hebert S, James AC, Just J, St Juliana JR, Shuster M, Thompson SK, Whittington R, Wills BD, Wilson AE, Zamudio KR, Zhong M, Ballen CJ. Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses. CBE LIFE SCIENCES EDUCATION 2021; 20:ar40. [PMID: 34283633 PMCID: PMC8715812 DOI: 10.1187/cbe.20-11-0260] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.
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Affiliation(s)
- Sara Odom
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Halle Boso
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Scott Bowling
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Sara Brownell
- School of Life Sciences, Arizona State University, Tempe, AZ 85282
| | - Sehoya Cotner
- Department of Biology Teaching and Learning, University of Minnesota - Twin Cities, Minneapolis, MN 55414
| | - Catherine Creech
- Department of Biology, Mt. Hood Community College, Gresham, OR 97030
| | - Abby Grace Drake
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850
| | - Sarah Eddy
- Department of Biological Sciences, Florida International University, Miami, FL 33199
| | | | - Sadie Hebert
- Department of Biology Teaching and Learning, University of Minnesota - Twin Cities, Minneapolis, MN 55414
| | - Avis C James
- Department of Biology, New Mexico State University, Las Cruces, NM 88003
| | - Jan Just
- Department of Biology, Portland Community College, Portland, OR 97217
| | - Justin R St Juliana
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850
| | - Michele Shuster
- Department of Biology, New Mexico State University, Las Cruces, NM 88003
| | - Seth K Thompson
- Department of Biology Teaching and Learning, University of Minnesota - Twin Cities, Minneapolis, MN 55414
| | | | - Bill D Wills
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Alan E Wilson
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Kelly R Zamudio
- Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14850
| | - Min Zhong
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
| | - Cissy J Ballen
- Department of Biological Sciences, Auburn University, Auburn, AL 36849
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6
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Paine AR, Knight JK. Student Behaviors and Interactions Influence Group Discussions in an Introductory Biology Lab Setting. CBE LIFE SCIENCES EDUCATION 2020; 19:ar58. [PMID: 33259280 PMCID: PMC8693937 DOI: 10.1187/cbe.20-03-0054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Revised: 09/17/2020] [Accepted: 09/25/2020] [Indexed: 06/12/2023]
Abstract
Past research on group work has primarily focused on promoting change through implementation of interventions designed to increase performance. Recently, however, education researchers have called for more descriptive analyses of group interactions. Through detailed qualitative analysis of recorded discussions, we studied the natural interactions of students during group work in the context of a biology laboratory course. We analyzed multiple interactions of 30 different groups as well as data from each of the 91 individual participants to characterize the ways students engage in discussion and how group dynamics promote or prevent meaningful discussion. Using a set of codes describing 15 unique behaviors, we determined that the most common behavior seen in student dialogue was analyzing data, followed by recalling information and repeating ideas. We also classified students into one of 10 different roles for each discussion, determined by their most common behaviors. We found that, although students cooperated with one another by exchanging information, they less frequently fully collaborated to explain their conclusions through the exchange of reasoning. Within this context, these findings show that students working in groups generally choose specific roles during discussions and focus on data analysis rather than constructing logical reasoning chains to explain their conclusions.
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Affiliation(s)
- Alex R. Paine
- Department of Molecular Cellular and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309-0347
| | - Jennifer K. Knight
- Department of Molecular Cellular and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309-0347
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7
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Frey RF, McDaniel MA, Bunce DM, Cahill MJ, Perry MD. Using Students' Concept-building Tendencies to Better Characterize Average-Performing Student Learning and Problem-Solving Approaches in General Chemistry. CBE LIFE SCIENCES EDUCATION 2020; 19:ar42. [PMID: 32870077 PMCID: PMC8711819 DOI: 10.1187/cbe.19-11-0240] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Revised: 06/10/2020] [Accepted: 06/10/2020] [Indexed: 05/24/2023]
Abstract
We previously reported that students' concept-building approaches, identified a priori using a cognitive psychology laboratory task, extend to learning complex science, technology, engineering, and mathematics topics. This prior study examined student performance in both general and organic chemistry at a select research institution, after accounting for preparation. We found that abstraction learners (defined cognitively as learning the theory underlying related examples) performed higher on course exams than exemplar learners (defined cognitively as learning by memorizing examples). In the present paper, we further examined this initial finding by studying a general chemistry course using a different pedagogical approach (process-oriented guided-inquiry learning) at an institution focused on health science majors, and then extended our studies via think-aloud interviews to probe the effect concept-building approaches have on problem-solving behaviors of average exam performance students. From interviews with students in the average-achieving group, using problems at three transfer levels, we found that: 1) abstraction learners outperformed exemplar learners at all problem levels; 2) abstraction learners relied on understanding and exemplar learners dominantly relied on an algorithm without understanding at all problem levels; and 3) both concept-building-approach students had weaknesses in their metacognitive monitoring accuracy skills, specifically their postperformance confidence level in their solution accuracy.
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Affiliation(s)
- Regina F. Frey
- Department of Chemistry, University of Utah, Salt Lake City, UT 84112
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and
| | - Mark A. McDaniel
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and
- Department of Psychological & Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130
| | - Diane M. Bunce
- Department of Chemistry, The Catholic University of America, Washington, DC 20064
| | - Michael J. Cahill
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and
| | - Martin D. Perry
- Department of Science, Mount St. Mary Academy, Little Rock, AR 72205
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Luckie DB, Mancini BW, Abdallah N, Kadouh AK, Ungkuldee ACP, Hare AA. Undergraduate teaching assistants can provide support for reformed practices to raise student learning. ADVANCES IN PHYSIOLOGY EDUCATION 2020; 44:32-38. [PMID: 31855454 DOI: 10.1152/advan.00090.2019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Graduate students who serve as teaching assistants are a critical part of STEM (science, technology, engineering, mathematics) education and research at large universities in the U.S. Yet just like faculty, graduate students are not immune to the publish or perish paradigm, which can compete with one's dedication to teaching. While in recent years many STEM faculty members have become aware of how well undergraduates can assist instructors in their teaching, many, if not most, university faculty still teach in traditional settings, where graduate students are the norm and use of undergraduates is a completely unexploited opportunity. Undergraduates can serve as effective teaching assistants and may bring unique skills and experience to undergraduate instruction not held by graduate students. Undergraduate teaching assistants (UTAs) can provide additional support for reformed practices, which raise student learning. Based on cost, prior experience and success as students in same course, and shared vision with professors, a number of institutions have initiated UTA programs and reported increased student learning. The audience of this paper is faculty who are not familiar with the use of UTAs in university teaching, and the purpose is to review the literature on UTAs, contrast the contributions of UTAs and graduate teaching assistants, and examine the potential value of UTAs in undergraduate education.
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Affiliation(s)
- Douglas B Luckie
- Lyman Briggs College, Michigan State University, East Lansing, Michigan
- Department of Physiology, Michigan State University, East Lansing, Michigan
| | | | - Noor Abdallah
- Lyman Briggs College, Michigan State University, East Lansing, Michigan
| | - Ali K Kadouh
- Lyman Briggs College, Michigan State University, East Lansing, Michigan
| | | | - Ashley A Hare
- Lyman Briggs College, Michigan State University, East Lansing, Michigan
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9
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Szteinberg G, Repice MD, Hendrick C, Meyerink S, Frey RF. Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books. CBE LIFE SCIENCES EDUCATION 2020; 19:ar2. [PMID: 31916912 PMCID: PMC8697652 DOI: 10.1187/cbe.19-05-0091] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2019] [Revised: 10/23/2019] [Accepted: 10/24/2019] [Indexed: 06/10/2023]
Abstract
As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. By conducting qualitative analysis on annual advice books written by emergent peer leaders, we examined the practiced advice and strategies of these peer leaders as they facilitate PLTL groups in a university-level general chemistry course. These advice books are passed on to future peer instructors, creating a community of practice between new and more experienced peer leaders. From the analysis, we discovered that peer leaders focus on developing robust student-student discussion during complex problem solving by 1) creating a community-oriented social and intellectual environment, 2) adapting their tactics and the collaborative-learning strategies to balance different personalities and promote equal participation among all students, and 3) modifying collaborative group approaches when facilitating their sessions. Also, in their correspondence across cohorts, peer leaders provided near-peer support to one another. These annual books disseminate practiced advice between peer-leader generations and are used during new peer-leader training.
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Affiliation(s)
- Gabriela Szteinberg
- Department of Chemistry, Washington University in St. Louis, St. Louis, MO 63130
| | | | - Claudia Hendrick
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), Washington University in St. Louis, St. Louis, MO 63130
| | - Stephen Meyerink
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), Washington University in St. Louis, St. Louis, MO 63130
| | - Regina F. Frey
- Department of Chemistry, Washington University in St. Louis, St. Louis, MO 63130
- Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), Washington University in St. Louis, St. Louis, MO 63130
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10
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Wilton M, Gonzalez-Niño E, McPartlan P, Terner Z, Christoffersen RE, Rothman JH. Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course. CBE LIFE SCIENCES EDUCATION 2019; 18:ar53. [PMID: 31675276 PMCID: PMC6818464 DOI: 10.1187/cbe.18-08-0155] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student-student/student-instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.
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Affiliation(s)
- Mike Wilton
- Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara, Santa Barbara, CA 93106
- *Address correspondence to: Mike Wilton ()
| | - Eduardo Gonzalez-Niño
- Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara, Santa Barbara, CA 93106
| | - Peter McPartlan
- School of Education, University of California, Irvine, Irvine, CA 92697
| | - Zach Terner
- Department of Statistics and Applied Probability, University of California, Santa Barbara, Santa Barbara, CA 93106
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11
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Priego-Quesada JI, Jimenez-Perez I, Cibrián Ortiz de Anda RM, González-Peña R, Salvador Palmer R. Effect of in-class group clicker-quiz competition on student final exam performance. ADVANCES IN PHYSIOLOGY EDUCATION 2019; 43:430-434. [PMID: 31408383 DOI: 10.1152/advan.00032.2019] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Affiliation(s)
- Jose I Priego-Quesada
- Research Group in Sports Biomechanics, Department of Physical Education and Sports, University of Valencia, Valencia, Spain
- Research Group in Medical Physics, Department of Physiology, University of Valencia, Valencia, Spain
| | - Irene Jimenez-Perez
- Research Group in Sports Biomechanics, Department of Physical Education and Sports, University of Valencia, Valencia, Spain
- Research Group in Medical Physics, Department of Physiology, University of Valencia, Valencia, Spain
| | | | - Rolando González-Peña
- Research Group in Medical Physics, Department of Physiology, University of Valencia, Valencia, Spain
| | - Rosario Salvador Palmer
- Research Group in Medical Physics, Department of Physiology, University of Valencia, Valencia, Spain
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Wiltbank LB, Williams KR, Marciniak L, Momsen JL. Contrasting Cases: Students' Experiences in an Active-Learning Biology Classroom. CBE LIFE SCIENCES EDUCATION 2019; 18:ar33. [PMID: 31397652 PMCID: PMC6755326 DOI: 10.1187/cbe.19-01-0006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/14/2019] [Revised: 05/03/2019] [Accepted: 05/09/2019] [Indexed: 06/10/2023]
Abstract
In this qualitative study, we examined the process of active learning from the perspective of undergraduate students in a high-enrollment introductory biology class. Eight students participated in a series of five interviews throughout the semester that examined their experiences during and after class. Grades were collected for each student at regular time points throughout the semester. Here, we present in-depth case studies of four students who described profoundly different responses to the same in-class learning tasks. We particularly highlight variation in students' self-reported engagement, as engagement is thought to be a key element of successful active learning. Finally, we map each student's self-reported engagement and the grades that he or she received. In each case, we found that grades failed to capture some aspects of the active-learning experience that students found important.
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Affiliation(s)
- Lisa B. Wiltbank
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58105
| | - Kurt R. Williams
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58105
| | - Lauren Marciniak
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58105
| | - Jennifer L. Momsen
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58105
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13
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Weir LK, Barker MK, McDonnell LM, Schimpf NG, Rodela TM, Schulte PM. Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology. PLoS One 2019; 14:e0220900. [PMID: 31461447 PMCID: PMC6713325 DOI: 10.1371/journal.pone.0220900] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2019] [Accepted: 07/25/2019] [Indexed: 11/18/2022] Open
Abstract
A growing body of evidence has shown that active learning has a considerable advantage over traditional lecture for student learning in undergraduate STEM classes, but there have been few large-scale studies to identify the specific types of activities that have the greatest impact on learning. We therefore undertook a large-scale, curriculum-wide study to investigate the effects of time spent on a variety of classroom activities on learning gains. We quantified classroom practices and related these to student learning, assessed using diagnostic tests written by over 3700 students, across 31 undergraduate biology classes at a research-intensive university in the Pacific Northwest. The most significant positive predictor of learning gains was the use of group work, supporting the findings of previous studies. Strikingly, we found that the addition of worksheets as an active learning tool for in-class group activities had the strongest impact on diagnostic test scores. This particular low-tech activity promotes student collaboration, develops problem solving skills, and can be used to inform the instructor about what students are struggling with, thus providing opportunities for valuable and timely feedback. Overall, our results indicate that group activities with low barriers to entry, such as worksheets, can result in significant learning gains in undergraduate science.
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Affiliation(s)
- Laura K. Weir
- Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, British Columbia, Canada
- * E-mail:
| | - Megan K. Barker
- Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, British Columbia, Canada
| | - Lisa M. McDonnell
- Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, British Columbia, Canada
| | - Natalie G. Schimpf
- Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, British Columbia, Canada
| | - Tamara M. Rodela
- Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, British Columbia, Canada
| | - Patricia M. Schulte
- Carl Wieman Science Education Initiative, University of British Columbia, Vancouver, British Columbia, Canada
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Sieke SA, McIntosh BB, Steele MM, Knight JK. Characterizing Students' Ideas about the Effects of a Mutation in a Noncoding Region of DNA. CBE LIFE SCIENCES EDUCATION 2019; 18:ar18. [PMID: 31074695 PMCID: PMC6755205 DOI: 10.1187/cbe.18-09-0173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 02/05/2019] [Accepted: 02/05/2019] [Indexed: 06/09/2023]
Abstract
Understanding student ideas in large-enrollment biology courses can be challenging, because easy-to-administer multiple-choice questions frequently do not fully capture the diversity of student ideas. As part of the Automated Analysis of Constructed Responses (AACR) project, we designed a question prompting students to describe the possible effects of a mutation in a noncoding region of DNA. We characterized answers from 1127 students enrolled in eight different large-enrollment introductory biology courses at three different institutions over five semesters and generated an analytic scoring system containing three categories of correct ideas and five categories of incorrect ideas. We iteratively developed a computer model for scoring student answers and tested the model before and after implementing an instructional activity designed to help a new set of students explore this concept. After completing a targeted activity and re-answering the question, students showed improvement from preassessment, with 64% of students in incorrect and 67% of students in partially incorrect (mixed) categories shifting to correct ideas only. This question, computer-scoring model, and instructional activity can now be reliably used by other instructors to better understand and characterize student ideas on the effects of mutations outside a gene-coding region.
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Affiliation(s)
- Scott A. Sieke
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado–Boulder, Boulder, CO 80309
| | - Betsy B. McIntosh
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado–Boulder, Boulder, CO 80309
| | - Matthew M. Steele
- CREATE for STEM Institute, Michigan State University, East Lansing, MI 48824
| | - Jennifer K. Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado–Boulder, Boulder, CO 80309
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15
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Cooper KM, Ashley M, Brownell SE. A Bridge to Active Learning: A Summer Bridge Program Helps Students Maximize Their Active-Learning Experiences and the Active-Learning Experiences of Others. CBE LIFE SCIENCES EDUCATION 2017; 16:16/1/ar17. [PMID: 28232588 PMCID: PMC5332043 DOI: 10.1187/cbe.16-05-0161] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/02/2016] [Revised: 09/15/2016] [Accepted: 09/22/2016] [Indexed: 05/06/2023]
Abstract
National calls to improve student academic success in college have sparked the development of bridge programs designed to help students transition from high school to college. We designed a 2-week Summer Bridge program that taught introductory biology content in an active-learning way. Through a set of exploratory interviews, we unexpectedly identified that Bridge students had developed sophisticated views of active learning, even though this was not an explicit goal of the program. We conducted an additional set of semistructured interviews that focused on active learning and compared the interviews of Bridge students with those from non-Bridge students who had been eligible for but did not participate in the program. We used the constant comparative method to identify themes from the interviews. We found that Bridge students perceived that, because they knew how to approach active learning and viewed it as important, they benefited more from active learning in introductory biology than non-Bridge students. Specifically, Bridge students seemed to be more aware of their own learning gains from participating in active learning. Compared with the majority of non-Bridge students, the majority of Bridge students described using a greater variety of strategies to maximize their experiences in active learning. Finally, in contrast to non-Bridge students, Bridge students indicated that they take an equitable approach to group work. These findings suggest that we may be able to prime students to maximize their own and other's experiences in active learning.
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Affiliation(s)
- Katelyn M Cooper
- School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Michael Ashley
- School of Life Sciences, Arizona State University, Tempe, AZ 85287
| | - Sara E Brownell
- School of Life Sciences, Arizona State University, Tempe, AZ 85287
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16
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Sellami N, Shaked S, Laski FA, Eagan KM, Sanders ER. Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments. CBE LIFE SCIENCES EDUCATION 2017; 16:16/4/ar62. [PMID: 29167224 PMCID: PMC5749964 DOI: 10.1187/cbe.16-12-0341] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2016] [Revised: 08/23/2017] [Accepted: 08/24/2017] [Indexed: 05/24/2023]
Abstract
Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. We used questions from a concept test (CT) and exams to compare student performance in LA-supported HSF courses with student performance in courses without LAs. Students in the LA-supported course did perform better on exam questions common to both HSF course modalities but not on the CT. In particular, LA-supported students' scores were higher on common exam questions requiring higher-order cognitive skills, which LAs were trained to foster. Additionally, underrepresented minority (URM) students particularly benefited from LA implementation. These findings suggest that LAs may provide additional learning benefits to students beyond the use of active learning, especially for URM students.
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Affiliation(s)
- Nadia Sellami
- Division of Undergraduate Education, Undergraduate Research Center-Science, University of California, Los Angeles, Los Angeles, CA 90095
| | - Shanna Shaked
- Center for Education Innovation & Learning in the Sciences, Divisions of Life and Physical Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095
| | - Frank A Laski
- Department of Molecular, Cell and Developmental Biology and Core Education Department, Division of Life Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095
| | - Kevin M Eagan
- GSE&IS, CIRP, and Higher Education Research Institute, Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA 90095
| | - Erin R Sanders
- Center for Education Innovation & Learning in the Sciences and Department of Microbiology, Immunology, and Molecular Genetics, Divisions of Life and Physical Sciences, College of Letters and Science, University of California, Los Angeles, Los Angeles, CA 90095
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17
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Laverty JT, Underwood SM, Matz RL, Posey LA, Carmel JH, Caballero MD, Fata-Hartley CL, Ebert-May D, Jardeleza SE, Cooper MM. Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol. PLoS One 2016; 11:e0162333. [PMID: 27606671 PMCID: PMC5015839 DOI: 10.1371/journal.pone.0162333] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2016] [Accepted: 08/22/2016] [Indexed: 12/01/2022] Open
Abstract
Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.
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Affiliation(s)
- James T. Laverty
- CREATE for STEM Institute, Michigan State University, East Lansing, Michigan, United States of America
- * E-mail:
| | - Sonia M. Underwood
- Department of Chemistry, Michigan State University, East Lansing, Michigan, United States of America
| | - Rebecca L. Matz
- CREATE for STEM Institute, Michigan State University, East Lansing, Michigan, United States of America
| | - Lynmarie A. Posey
- Department of Chemistry, Michigan State University, East Lansing, Michigan, United States of America
| | - Justin H. Carmel
- Department of Chemistry, Michigan State University, East Lansing, Michigan, United States of America
| | - Marcos D. Caballero
- CREATE for STEM Institute, Michigan State University, East Lansing, Michigan, United States of America
- Department of Physics and Astronomy, Michigan State University, East Lansing, Michigan, United States of America
| | - Cori L. Fata-Hartley
- College of Natural Science, Michigan State University, East Lansing, Michigan, United States of America
| | - Diane Ebert-May
- Department of Plant Biology, Michigan State University, East Lansing, Michigan, United States of America
| | - Sarah E. Jardeleza
- CREATE for STEM Institute, Michigan State University, East Lansing, Michigan, United States of America
| | - Melanie M. Cooper
- CREATE for STEM Institute, Michigan State University, East Lansing, Michigan, United States of America
- Department of Chemistry, Michigan State University, East Lansing, Michigan, United States of America
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18
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Stoltzfus JR, Libarkin J. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar68. [PMID: 27909018 PMCID: PMC5132365 DOI: 10.1187/cbe.16-03-0126] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2016] [Revised: 08/16/2016] [Accepted: 08/17/2016] [Indexed: 05/20/2023]
Abstract
SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP-type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning-based instruction takes place in a traditional lecture hall and a SCALE-UP-type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP-type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP-type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.
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Affiliation(s)
- Jon R Stoltzfus
- Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824-1319
| | - Julie Libarkin
- Geocognition Research Lab, Michigan State University, East Lansing, MI 48824-1319
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19
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Lewin JD, Vinson EL, Stetzer MR, Smith MK. A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes. CBE LIFE SCIENCES EDUCATION 2016; 15:ar6. [PMID: 26931397 PMCID: PMC4803095 DOI: 10.1187/cbe.15-10-0224] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.
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Affiliation(s)
- Justin D Lewin
- *School of Biology and Ecology, University of Maine, Orono, ME 04469-5751 Maine Center for Research in STEM Education, University of Maine, Orono, ME 04469-5727
| | - Erin L Vinson
- *School of Biology and Ecology, University of Maine, Orono, ME 04469-5751 Maine Center for Research in STEM Education, University of Maine, Orono, ME 04469-5727
| | - MacKenzie R Stetzer
- Maine Center for Research in STEM Education, University of Maine, Orono, ME 04469-5727 Department of Physics and Astronomy, University of Maine, Orono, ME 04469-5709
| | - Michelle K Smith
- *School of Biology and Ecology, University of Maine, Orono, ME 04469-5751 Maine Center for Research in STEM Education, University of Maine, Orono, ME 04469-5727
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20
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Withers M. The College Science Learning Cycle: An Instructional Model for Reformed Teaching. CBE LIFE SCIENCES EDUCATION 2016; 15:es12. [PMID: 27909030 PMCID: PMC5132379 DOI: 10.1187/cbe.15-04-0101] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/18/2015] [Revised: 08/07/2016] [Accepted: 09/06/2016] [Indexed: 06/06/2023]
Abstract
Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.
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Affiliation(s)
- Michelle Withers
- Department of Biology, West Virginia University, Morgantown, WV 26506
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21
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Kudish P, Shores R, McClung A, Smulyan L, Vallen EA, Siwicki KK. Active Learning Outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology. CBE LIFE SCIENCES EDUCATION 2016; 15:15/3/ar31. [PMID: 27496361 PMCID: PMC5008878 DOI: 10.1187/cbe.16-01-0051] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/15/2016] [Accepted: 06/07/2016] [Indexed: 05/15/2023]
Abstract
Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker backgrounds in biology. Peer leaders with experience in biology courses and training in science pedagogy facilitate work on faculty-generated challenge problems. During the eight semesters assessed in this study, URM students and those with less preparation attended SGMs with equal or greater frequency than their counterparts. Most agreed that SGMs enhanced their comprehension of biology and ability to articulate solutions. The historical grade gap between URM and non-URM students narrowed slightly in Biology 2, but not in other biology and science, technology, engineering, and mathematics courses. Nonetheless, URM students taking introductory biology after program implementation have graduated with biology majors or minors at the same rates as non-URM students, and have enrolled in postcollege degree programs at equal or greater rates. These results suggest that improved performance as measured by science grade point average may not be necessary to improve the persistence of students from underrepresented groups as life sciences majors.
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Affiliation(s)
- Philip Kudish
- Department of Biology, Swarthmore College, Swarthmore, PA 19081
| | - Robin Shores
- Department of Institutional Research, Swarthmore College, Swarthmore, PA 19081
| | - Alex McClung
- Department of Institutional Research, Drew University, Madison, NJ 07940
| | - Lisa Smulyan
- Department of Educational Studies, Swarthmore College, Swarthmore, PA 19081
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22
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Knight JK, Wise SB, Sieke S. Group Random Call Can Positively Affect Student In-Class Clicker Discussions. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar56. [PMID: 27856544 PMCID: PMC5132353 DOI: 10.1187/cbe.16-02-0109] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/29/2016] [Revised: 05/25/2016] [Accepted: 05/25/2016] [Indexed: 05/15/2023]
Abstract
Understanding how instructional techniques and classroom norms influence in-class student interactions has the potential to positively impact student learning. Many previous studies have shown that students benefit from discussing their ideas with one another in class. In this study of introductory biology students, we explored how using an in-class accountability system might affect the nature of clicker-question discussions. Clicker-question discussions in which student groups were asked to report their ideas voluntarily (volunteer call) were compared with discussions in which student groups were randomly selected to report their ideas (random call). We hypothesized that the higher-accountability condition (random call) would impress upon students the importance of their discussions and thus positively influence how they interacted. Our results suggest that a higher proportion of discussions in the random call condition contained exchanges of reasoning, some forms of questioning, and both on- and off-topic comments compared with discussion in the volunteer call condition. Although group random call does not impact student performance on clicker questions, the positive impact of this instructional approach on exchanges of reasoning and other features suggests it may encourage some types of student interactions that support learning.
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Affiliation(s)
- Jennifer K Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado-Boulder, Boulder, CO 80309
| | - Sarah B Wise
- Department of Ecology and Evolutionary Biology, University of Colorado-Boulder, Boulder, CO 80309
| | - Scott Sieke
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado-Boulder, Boulder, CO 80309
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