EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
5/24/2018 | 10:15 AM - 10:30 AM | TEACHING PRACTICES IN REFORMED UNDERGRADUATE STEM LEARNING ENVIRONMENTS: A STUDY OF INSTRUCTOR AND STUDENT BEHAVIORS IN BIOLOGY COURSES | 320
TEACHING PRACTICES IN REFORMED UNDERGRADUATE STEM LEARNING ENVIRONMENTS: A STUDY OF INSTRUCTOR AND STUDENT BEHAVIORS IN BIOLOGY COURSES
There is strong evidence that active-engagement instruction positively affects student achievement outcomes and success in undergraduate science, technology, engineering and mathematics (STEM) education, including the freshwater sciences. Our study examined the teaching practices occurring in a reformed undergraduate STEM learning environment at the University of Minnesota Twin Cities. We analyzed 37 video-recorded class sessions of 13 instructors teaching biology courses using a classroom observation protocol. We found that instructors guided students (58.4%) almost three times more than they lectured (20.4%) and students spent roughly equivalent amounts of time listening (35.4%), working individually or in groups (36.5%), and talking to the whole class (20.7%). Although instructors in this study used many evidence-based teaching strategies to promote student engagement, there were still missed opportunities for students to independently think and talk about biology. Finally, grouping of instructor behaviors allowed us to develop an illustrative model exemplifying the sequence of instructor and student behaviors in these active learning classrooms. This model shows that classrooms with high levels of active engagement have more dynamic behaviors than classrooms with moderate levels. Our findings have implications for incorporating active-engagement instructional practices to improve freshwater science teaching.
- Vision and Change
- Social Values
- Communication
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Presenters/Authors
Petra Kranzfelder
(), University of Minnesota Twin Cities, kranz081@umn.edu;
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Alexander T. Lo
(), University of Minnesota, loxxx195@umn.edu;
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Marin P. Melloy
(), University of Minnesota Twin Cities, mello050@umn.edu;
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Lindsey E. Walker
(), University of Minnesota, walk0605@umn.edu;
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Abdi-Rizak M. Warfa
(), University of Minnesota Twin Cities, awarfa@umn.edu;
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