A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence

Wright, John; Millar, Susan B.; Kosciuk, Steve; Penberthy, Debra L.; Williams, Paul H.; Wampold, Bruce E.

doi:10.1021/ed075p986

Cited by 36 publications

(2 citation statements)

References 4 publications

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“…In this study, we explored, students' perceptions towards a peer-to-peer teaching model, which promotes the notion of students learning from each other, as a way of promoting studentcentered pedagogies. While there are numerous benefits to these approaches (Hake, 1998;Sokoloff, 1997;Wampold et al,1998), it is worth noting that this approach may not be suitable in every culture. As our data indicate, the role of the teacher is still superior in some cultures, where students prefer to learn from their teachers instead of each other.…”

Section: Discussionmentioning

confidence: 99%

Students' Perceptions of Peer Teaching in a Coding Course

Sarsar

Asino

Brown

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Mobile learning in education has evolved over the last decade and a half. Associated with this evolution is the increased popularity of teaching how to code using mobile technologies. Then again, finding alternative methods to teach coding, such as peer teaching, might affect learning. Peer teaching is a reciprocal learning relationship between peers. This mixed method case study aimed to explore students' perceptions of peer teaching in an mLearning coding course. Twentysix participant learners, and three peer teachers, voluntarily participated in the study for six weeks. 77% of participants found that learning from their peers was fun, satisfying and more informative than they expected. However, 42% of participants highlighted that they did not have enough confidence to peer-teach the material they learned during the peer teaching process. Thus, it is important to design a teaching process which considers culture, students' expectations, and students' needs, because those factors affect the learning process.

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Section: Discussionmentioning

confidence: 99%

Students' Perceptions of Peer Teaching in a Coding Course

Sarsar

Asino

Brown

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Research has shown that students learn more when actively engaged than from lecture based teaching methods (Armstrong, Chang, & Brickman, 2007;Fagen, Crouch, & Mazur, 2002;Hake, 1998;Wright et al, 1998;Knight & Wood, 2005;Michael, 2006;). Adoption of active learning instructional approaches by faculty members has been slow, despite an overwhelming amount of supporting research (NRC, 2009).…”

Section: Active Learning/ Student-centered Learning/ Learner-centeredmentioning

confidence: 99%

Team-based learning in an undergraduate capstone course: Examining the effectiveness of a learner-centered instructional method for farm management and operation students

McCubbins

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Using graph‐based assessments within socratic tutorials to reveal and refine students' analytical thinking about molecular networks

Trujillo

Cooper

Klymkowsky

2012

Biochem Molecular Bio Educ

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Biological systems, from the molecular to the ecological, involve dynamic interaction networks. To examine student thinking about networks we used graphical responses, since they are easier to evaluate for implied, but unarticulated assumptions. Senior college level molecular biology students were presented with simple molecular level scenarios; surprisingly, most students failed to articulate the basic assumptions needed to generate reasonable graphical representations; their graphs often contradicted their explicit assumptions. We then developed a tiered Socratic tutorial based on leading questions designed to provoke metacognitive reflection. The activity is characterized by leading questions (prompts) designed to provoke meta-cognitive reflection. When applied in a group or individual setting, there was clear improvement in targeted areas. Our results highlight the promise of using graphical responses and Socratic prompts in a tutorial context as both a formative assessment for students and an informative feedback system for instructors, in part because graphical responses are relatively easy to evaluate for implied, but unarticulated assumptions.Keywords: Molecular networks, Socratic tutorials, graphing, undergraduate education.Dynamic interaction networks, whether at the molecular, cellular, developmental, physiological, or ecological level, are a universal feature of biological systems. These networks can be homeostatic, adaptive, evolving, or commonly a combination of all three. They typically involve a defined set of entities, i.e. molecules, genes, cells, tissues, organs, organisms, populations, etc. and a defined set of interactions. In molecular biology, these include activation, repression, assembly, modification, stabilization, degradation, and altered localization. Predicting the behavior of such networks and how they respond to perturbations is not a simple skill, yet this type of thinking lies at the heart of a robust understanding of what characterizes living systems and their behaviors. At the cellular and molecular levels, threshold effects, feed-back and feed-forward interactions, and redundant pathways, together with the stochastic nature molecular events, all make significant contributions to system behavior. The recent explosion in the number of direct observations [see 1, 2] and data-driven models of molecular level network behavior [see [3][4][5][6][7] has been followed by a growing recognition of the importance of understanding the behavior of regulatory circuits, particularly their emergent behaviors in the context of biological systems [8][9][10][11][12].The challenges involved in reaching an understanding of molecular level networks can be illustrated by considering the lac operon of E. coli [13] (Fig. 1). While often presented as a simple system, the lac operon is part of a complex network. The operon itself contains three genes, lacZ, lacY, and lacA. A distinct gene, lacI, encodes the lac repressor polypeptide. The functional lac repressor protein is a tetramer of LacI polypeptide...

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A Novel Strategy for Assessing the Effects of Curriculum Reform on Student Competence

Cited by 36 publications

References 4 publications

Students' Perceptions of Peer Teaching in a Coding Course

Students' Perceptions of Peer Teaching in a Coding Course

Team-based learning in an undergraduate capstone course: Examining the effectiveness of a learner-centered instructional method for farm management and operation students

Using graph‐based assessments within socratic tutorials to reveal and refine students' analytical thinking about molecular networks

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