Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses
Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses
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DOI：
10.1187/cbe.11-07-0061
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发表时间：
2011-12-01
影响因子：
3.7
通讯作者：
Kalinowski, S. T.
中科院分区：
文献类型：
--
作者：
Andrews, T. M.;Leonard, M. J.;Kalinowski, S. T.
以前的研究表明，在传统的大学科学讲座中加入主动学习可以大大提高学生的学习效果。然而，这项研究主要研究科学教育研究人员教授的课程，他们可能具有特殊的教学专业知识。本研究调查了从著名学院和大学名单中随机选择的生物学导论课程，包括代表更广泛人口的教师。我们研究了自然选择学科领域的主动学习和学生学习之间的关系。我们发现学生的学习收益和使用主动学习教学之间没有联系。尽管主动学习有可能大幅提高学生的学习水平，但这项研究表明，典型的大学生物学教师所使用的主动学习与更大的学习收获无关。我们认为，大多数教师缺乏丰富和细致入微的教学和学习的理解，科学教育研究人员已经开发。因此，由典型的大学生物教师设计和实施的主动学习可能表面上类似于教育研究人员使用的主动学习，但缺乏改善学习所必需的建构主义元素。
Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning.