Abstract

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.

Citation

Gardner, J. & Belland, B.R. (2012). A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction. Journal of Science Education and Technology, 21(4), 465-475. Retrieved August 10, 2024 from https://www.learntechlib.org/p/167612/.

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Keywords

• active learning
• biology
• College Science
• Educational Strategies
• Introductory Courses
• learning strategies
• Lecture Method
• models
• Science Instruction
• thinking skills
• undergraduate students