Cloning the Professor, an Alternative to Ineffective Teaching in a Large Course

Autor/inn/en	Nelson, Jennifer; Robison, Diane F.; Bell, John D.; Bradshaw, William S.
Titel	Cloning the Professor, an Alternative to Ineffective Teaching in a Large Course
Quelle	In: CBE - Life Sciences Education, 8 (2009) 3, S.252-263 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.09-01-0006
Schlagwörter	Feedback (Response); Biology; Misconceptions; Thinking Skills; Self Evaluation (Individuals); Formative Evaluation; Questioning Techniques; Instructional Innovation; Undergraduate Students; Science Education; Science Instruction; College Science; Scientific Concepts; College Instruction; Teaching Methods; Outcomes of Education; Instructional Effectiveness; Student Attitudes; Large Group Instruction; Study Skills; Learning Strategies; Educational Strategies; Science Achievement; Utah + Suchen Sie Ihr Suchwort? Biologie; Missverständnis; Denkfähigkeit; Befragungstechnik; Fragetechnik; Educational Innovation; Bildungsinnovation; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschullehre; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Unterrichtserfolg; Schülerverhalten; Studientechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrstrategie
Abstract	Pedagogical strategies have been experimentally applied in large-enrollment biology courses in an attempt to amplify what teachers do best in effecting deep learning, thus more closely approximating a one-on-one interaction with students. Carefully orchestrated in-class formative assessments were conducted to provide frequent, high-quality feedback that allows students to accurately diagnose the current state of their understanding of fundamental biological concepts and make specific plans to remedy any deficiencies. Teachers can also assume responsibility to guide out-of-class study among classmates by promoting Elaborative Questioning, an inquiry exchange that permits misconceptions to be identified and corrected and that promotes long-lasting metacognitive and analytical thinking skills. Data are presented that demonstrate the positive impact of these innovations on student performance and affect. (Contains 3 figures and 10 tables.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10