The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology
Open accessAbstract
We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years—1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.
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“…number of studies have shown that active-learning instructional approaches can lead to improved student attitudes (e.g., Marbach-Ad et al., 2001; Prince, 2004; Preszler et al., 2007) and increased learning DOI: 10.1187/cbe.09–03–0025 Address correspondence to: Peter Armbruster (paa9@georgetown.…”
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Cited by
Active learning increases student performance in science, engineering, and mathematics
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1319030111 · Cited by 9,787
Increasing Persistence of College Students in STEM
Graham, M. J., Frederick, J., Byars-Winston, A., Hunter, A.-B., & Handelsman, J. (2013) · Science · doi:10.1126/science.1240487 · Cited by 786
Knekta, E., Runyon, C., & Eddy, S. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.18-04-0064 · Cited by 630
Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.16-12-0344 · Cited by 373
Chen (2018) · doi:10.1111/medu.13616 · Cited by 348
Metadata
- Authors
- Armbruster, P., Patel, M., Johnson, E., & Weiss, M.
- Venue
- CBE—Life Sciences Education
- Published
- 2009-09
- Volume
- 8
- Issue
- 3
- Pages
- 203-213
- ISSN
- 1931-7913 (ISSN-L)
- OpenAlex
- W2158862579
- Cited by
- 621
- References
- 36
- FWCI
- 50.70
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
