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| dc.contributor.author | Broadie, Jarrett | |
| dc.date.accessioned | 2020-04-20T17:55:39Z | |
| dc.date.available | 2020-04-20T17:55:39Z | |
| dc.date.issued | 2020 | |
| dc.identifier.uri | https://hdl.handle.net/10428/4207 | |
| dc.description.abstract | People tend to teach the way the way they were taught, and as a biology major about to begin teaching high school, I would have been very likely to lecture. Since 1995, TIMSS (Trends in International Mathematics and Science Study) has highlighted the disappointing performance of U.S. students (https://nces.ed.gov/timss/). Our traditional science education exemplifies the didactic or lecture-based approach, leaving students disinterested and unmotivated. Thus, science educators have introduced a variety of reforms as they look for better ways to teach. Inquiry-Oriented pedagogy was designed with the idea that laboratory exercises, interactives, and hands-on learning tools would be motivational when employed as precursors to the delivery of scientific information. This research compares learning experiences of students simultaneously or sequentially taking both traditional lecture and Inquiry-Oriented, Activity-Based science courses taught by the same professor. Analysis of qualitative data obtained in face-to-face interviews revealed student preferences for nontraditional learning experiences. Students comment that inquiry orientation improves their experiences, by removing immobile, passive notetaking and replacing it with an exploratory perspective and active learning. After conducting this research, even though I understand that this teaching style involves more effort, I am convinced that employing it will make me a better biology teacher. | en_US |
| dc.language.iso | en_US | en_US |
| dc.title | A Comparison of Traditional Science Pedagogy to Active Learning Experiences | en_US |
| dc.type | Presentation | en_US |
