Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course
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Miami University / OhioLINK
2011
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-miami13125586462021-08-03T05:41:25Z Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course Rybczynski, Stephen M. Science Education undergraduate education cooperative learning attitude inquiry laboratory <p>There continues to be interest in reforming educational practices to better prepare students to succeed. For example, cooperative learning, scientific inquiry, and explicit and reflective (ER) discussions are advocated to improve student attitude and achievement; however, research suggests this is not always the case. The efficacy of reform efforts should be assessed to make informed decisions regarding best instructional practices. In this dissertation, we used qualitative and quantitative methods to assess the effects of two non-traditional instructional practices in an introductory undergraduate biology course; out-of-class collaborative group study in a large-lecture course and the revision of a lab course from expository to inquiry instruction, with and without ER discussions.</p><p>In chapter 1, we related out-of-class study group (SG) usage to performance on content exams, explored patterns of SG usage, and qualitatively described student perceptions of SGs. No relationship was found between gains in content knowledge and SG use. Students that participated in SGs did, however, believe they were beneficial and four patterns of SG use were identified. Thematic analysis revealed pre-conceptions and in-class experiences influence student decisions to utilize SGs. Students require guidance in the successful use of SGs, and instructors can help by making students aware of potential group composition problems, helping organize groups that are compatible, and providing materials to focus study efforts.</p><p>In chapters 2 and 3, we assessed how different instructional models affected three aspects of student attitude towards biology lab: confidence, perception of usefulness, and motivation to overcome challenges (effectence motivation; EM). We quantified the effects of inquiry versus expository instruction, both with and without ER, on sub-aspects of attitude, and used qualitative methods to identify factors influencing attitude. There were no differences among treatment combinations in relative change in attitude (RCA) for confidence, usefulness, or EM; however, significant differences in RCA for confidence and EM were found among lab sections. Factors other than instructional model, especially course content, the teaching assistant, assessment, and students’ personal characteristics played a larger role in determining attitude and should be considered when implementing curriculum reforms.</p> 2011-08-08 English text Miami University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646 http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Science Education undergraduate education cooperative learning attitude inquiry laboratory |
| spellingShingle |
Science Education undergraduate education cooperative learning attitude inquiry laboratory Rybczynski, Stephen M. Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course |
| author |
Rybczynski, Stephen M. |
| author_facet |
Rybczynski, Stephen M. |
| author_sort |
Rybczynski, Stephen M. |
| title |
Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course |
| title_short |
Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course |
| title_full |
Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course |
| title_fullStr |
Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course |
| title_full_unstemmed |
Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course |
| title_sort |
implementation and assessment of non-traditional instructional practices in a college biology course |
| publisher |
Miami University / OhioLINK |
| publishDate |
2011 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646 |
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AT rybczynskistephenm implementationandassessmentofnontraditionalinstructionalpracticesinacollegebiologycourse |
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