Comparing Students’ and Experts’ Understanding of the Content of a Lecture

Hrepic, Zdeslav; Zollman, Dean; Rebello, N. Sanjay

doi:10.1007/s10956-007-9048-4

Cited by 47 publications

(37 citation statements)

References 7 publications

(6 reference statements)

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“…This is despite ample evidence that many students gain little new knowledge from traditional lectures (Hrepic et al, 2007). Moreover, it is well documented that these methods engender passive learning rather than active engagement, boredom instead of intellectual excitement, and linear thinking rather than cognitive flexibility (e.g., Halpern and Hakel, 2003;Nelson, 2008;Perkins and Wieman, 2008).…”

Section: Promoting Creative Problem Solving In the College Classroommentioning

confidence: 99%

Teaching Creativity and Inventive Problem Solving in Science

DeHaan

2009

LSE

191

136

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Engaging learners in the excitement of science, helping them discover the value of evidencebased reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

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Section: Promoting Creative Problem Solving In the College Classroommentioning

confidence: 99%

Teaching Creativity and Inventive Problem Solving in Science

DeHaan

2009

LSE

191

136

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“…However, lectures have often been criticized as ineffective when it comes to promoting student learning (Mazur 2009;Wieman 2007). Several studies support this critique, showing significantly smaller learning gains from lecturing compared to more student active approaches (Deslauriers et al 2011;Hake 1998;Hrepic et al 2007;Knight and Wood 2005). The blame is commonly put on limits in the human attention span and short-term memory required to retain information from lectures, or a lack of opportunities for the students to engage with the subject and with peers to construct new knowledge and reflect upon their own understanding.…”

Section: Introductionmentioning

confidence: 99%

Clickers and formative feedback at university lectures

Egelandsdal

Krumsvik

2015

Educ Inf Technol

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Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in qualitative methods for first year psychology students, we used SRS to conduct 4-6 interventions per lecture. In each intervention, the students were asked a subject-related question, discussed possible answer with peers and answered individually using a handheld remote control (a Bclicker^). The student answers were then displayed in histogram and followed up by the lecturer in situ. The purpose of the study was to find out whether students experienced receiving formative feedback supporting their self-monitoring from these interventions, and how the feedback was perceived. Using a Mixed Methods Research Design, data were collected in a Blive survey^at the last lecture (n: 173) and three focus groups after the lecture series (n 1 : 6, n 2 : 6, n 3 : 2). Our findings show that most students experienced receiving formative feedback supporting their self-monitoring from the interventions. In particular, they experienced an increased awareness of their own understanding of the subject matter (feedback), what is important to learn in the subject (feed up) and what they should focus on further (feed forward). Although about 90 % of the students experienced receiving formative feedback from some part of the intervention, only slightly above half of the student group perceived the peer discussions as useful for this purpose. The focus groups related this to the students not always having peers to discuss with and variations in the quality of the discussions.

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“…Results obtained are depicted in [ -4] were unsatisfied with the traditional lecture teaching and felt that it should be replaced by new teaching methods that make the process of learning more interesting. Lecture method, probably the oldest instructional format, is still the most common form of instruction [8]. Although engaging, but this method encourages passivity [9] with excessive amounts of teacher talk and lack of interaction [10].…”

Section: Resultsmentioning

confidence: 99%