4.5 Article

A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

Journal

JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY
Volume 21, Issue 4, Pages 465-475

Publisher

SPRINGER
DOI: 10.1007/s10956-011-9338-8

Keywords

Introductory biology; Active learning; First principles of instruction; Educational technology

Funding

  1. Direct For Education and Human Resources
  2. Division Of Research On Learning [0953046] Funding Source: National Science Foundation

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Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

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