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Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses
Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowled...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812569/ https://www.ncbi.nlm.nih.gov/pubmed/31603730 http://dx.doi.org/10.1187/cbe.19-01-0010 |
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author | Andrews, Tessa C. Auerbach, Anna Jo J. Grant, Emily F. |
author_facet | Andrews, Tessa C. Auerbach, Anna Jo J. Grant, Emily F. |
author_sort | Andrews, Tessa C. |
collection | PubMed |
description | Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active learning that required students to generate their own understandings (i.e., generative instruction) and active learning largely focused on activity and recall (i.e., active instruction). Participants engaging in generative instruction exhibited teaching knowledge distinct from that of participants focused on activity. Those using generative instruction drew on pedagogical knowledge to design lessons focused on students generating reasoning; integrated pedagogical content knowledge and pedagogical knowledge to plan lessons to target student difficulties; and created opportunities to develop new pedagogical content knowledge while teaching. This work generated hypotheses about the teaching knowledge necessary for effective, generative active-learning instruction. |
format | Online Article Text |
id | pubmed-6812569 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-68125692019-12-01 Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses Andrews, Tessa C. Auerbach, Anna Jo J. Grant, Emily F. CBE Life Sci Educ Article Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active learning that required students to generate their own understandings (i.e., generative instruction) and active learning largely focused on activity and recall (i.e., active instruction). Participants engaging in generative instruction exhibited teaching knowledge distinct from that of participants focused on activity. Those using generative instruction drew on pedagogical knowledge to design lessons focused on students generating reasoning; integrated pedagogical content knowledge and pedagogical knowledge to plan lessons to target student difficulties; and created opportunities to develop new pedagogical content knowledge while teaching. This work generated hypotheses about the teaching knowledge necessary for effective, generative active-learning instruction. American Society for Cell Biology 2019 /pmc/articles/PMC6812569/ /pubmed/31603730 http://dx.doi.org/10.1187/cbe.19-01-0010 Text en © 2019 T. C. Andrews et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. https://creativecommons.org/licenses/by-nc-sa/3.0/This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License. |
spellingShingle | Article Andrews, Tessa C. Auerbach, Anna Jo J. Grant, Emily F. Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses |
title | Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses |
title_full | Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses |
title_fullStr | Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses |
title_full_unstemmed | Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses |
title_short | Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses |
title_sort | exploring the relationship between teacher knowledge and active-learning implementation in large college biology courses |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6812569/ https://www.ncbi.nlm.nih.gov/pubmed/31603730 http://dx.doi.org/10.1187/cbe.19-01-0010 |
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