Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Tsaushu, Masha; Tal, Tali; Sagy, Ornit; Kali, Yael; Gepstein, Shimon; Zilberstein, Dan

doi:10.1187/cbe.12-04-0042

Cited by 32 publications

(13 citation statements)

References 33 publications

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“…In addition, grade point average is only one way of measuring students' study success, and it does not necessarily measure the quality of the learning outcomes (Räisänen, Tuononen, & Postareff, 2012). For example, it has been found that final exams in biology classes do not necessarily measure students' understanding of the subject matter (Tsaushu et al, 2012). However, the weak relationship between study success and deep approach has been found in other recent studies at university level (Diseth, 2007a;Diseth, 2007b;Trigwell, Ashwin, & Millan, 2013).…”

Section: Predicting Study Successmentioning

confidence: 97%

The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment During Bachelor Level Studies and Their Relation to Study Success

Asikainen¹,

Parpala²,

Lindblom‐Ylänne³

et al. 2014

HES

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The aim of the present study is to explore changes both in approaches to learning as well as in students' experiences of the teaching-learning environment and how these changes are related to each other during their Bachelor studies by using a longitudinal data set. The aim is further to explore how students' approaches to learning and their perceptions of the teaching-learning environment relate to study success. Participants comprised of 103 students at the Faculty of Biological and Environmental Sciences who participated in the present study from the first to third year of their Bachelor degree studies. We used a modified version of the ETLQ questionnaire and conducted Confirmatory factor analyses on scales representing approaches to learning and the teaching-learning environment at both measurements. We investigated changes at the group level using a paired sample t-test and conducted the final analysis with regression analyses. We then used Structural Equation Modelling to analyse the relationship between approaches to learning, perceptions of the teaching-learning environment, and study success. The results showed an increase in the deep approach to learning and a decrease in students' perceptions of teaching for understanding. Organised studying and interest in studies were related to study success. The results reveal the existence of complex relations between changes in approaches to learning and perceptions of the teaching-learning environment.

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Section: Predicting Study Successmentioning

confidence: 97%

The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment During Bachelor Level Studies and Their Relation to Study Success

Asikainen¹,

Parpala²,

Lindblom‐Ylänne³

et al. 2014

HES

View full text Add to dashboard Cite

show abstract

“…This indicated to us that the students were engaged in the research process and invested on the outcome of the project. They were becoming “deep learners” and not just focused on getting a good grade for the course.…”

Section: Resultsmentioning

confidence: 99%

A modular laboratory course using planarians to study genes involved in tissue regeneration

Ochoa

Dores

Allen

et al. 2019

Biochem Molecular Bio Educ

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Undergraduate research experiences are excellent opportunities to engage students in science alongside experienced scientists, but at large institutions, it is challenging to accommodate all students. To address and engage a larger number of students, we developed a modular laboratory course based on the course-based undergraduate research experiences model. This new course was integrated with the scientific aims of a research laboratory studying the cellular and molecular mechanisms underlying tissue regeneration in planarians. In this course, students were asked to identify genes with roles in planarian biology. Students analyzed and cloned an assigned gene, determined its expression pattern in situ and examined its function in regeneration. Additionally, we developed critical thinking and scientific communication skills by incorporating activities focused on critical concepts. Students obtained high quality primary data and were successful in completing and mastering the course learning outcomes. They benefitted by developing basic research skills, learning to perform, trouble-shooting experiments, reading and critically analyzing primary literature, and using the information to defend and explain their experimental results. Through this course, students also increased their confidence and ability to perform independent scientific research. The course was designed to make it accessible to the community to implement and adapt as appropriate in diverse institutions. Biochemistry and Molecular Biology Education Riboprobe Synthesis and Whole-Mount in situ HybridizationAntisense RNA probes were produced [23]. Briefly, DNA templates were PCR amplified from cDNA clones in pPR-T4P plasmid vectors. Antisense riboprobes labeled with digoxigenin were synthesized at 37 C. Probes were purified via ethanol precipitation and whole-mount in situ hybridization was performed manually [24] (see step by step protocol) with some modifications to fit the classroom settings. Planarians were sacrificed using a 5% N-acetyl cysteine solution prior to 548 An Undergraduate Laboratory Course Studying Planarian Regeneration

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“…In this context, the literature provides interesting examples, all reporting good results for learning: i) restructuring of contents by adoption of comprehensive themes and active learning settings [42,43]; ii) support by tutorials and open-ended questions [44]; iii) use of problems or questions especially built to facilitate the teaching of complex and interdisciplinary issues [45,46]. The novelty of the present research is the detailed record of development, application, refinement, and reapplication of teaching materials which implies both individual immersion and cooperative work group, based on hardly ever addressed themes in textbooks and/or scientific articles with didactic purposes.…”

Section: Discussionmentioning

confidence: 99%

Novel study guides for biochemistry meaningful learning in biology: a design-based research

Costa

Galembeck

2017

Rev. Ens. Bioq.

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To address the usually decontextualized transmission of information in biochemistry teaching, three interventions in a discipline (Metabolism) for Biology majors were applied as innovative study guides. We describe the development, application, and evaluation of two study guides, contextualized with a real problem or an integrative view, using broad themes like evolution and metabolic adaptation. In order to evaluate the impact of both interventions on interest, motivation, and learning of the metabolic pathways, a design-based research with cycles of application and assessment was carried out, by means of classroom observation, grade analysis in written exams, and students' interviews. Analysis and interpretation of the results point to benefits for teaching and learning, with helpful information to guide elaboration and refinement of new teaching materials and to make active learning more meaningful.Keywords: Study guide; Biochemistry; Design-Based Research. ResumoPara lidar com a transmissão em geral descontextualizada da informação no ensino de bioquímica, foram aplicadas três intervenções na disciplina Metabolismo para Biologia, na forma de estudos dirigidos inovadores. Descrevem-se a construção, aplicação e avaliação de dois estudos dirigidos, contextualizados como um problema real ou uma visão integrativa, usando temas amplos como evolução e adaptação metabólica. A fim de avaliar o impacto de ambas as intervenções sobre o interesse, motivação e aprendizagem das vias metabólicas, foi realizada uma pesquisa baseada em design com ciclos de aplicação e avaliação, por meio de observação em sala de aula, análise de notas em provas e entrevistas com estudantes. A análise e a interpretação dos resultados indicam benefícios para o ensino e a aprendizagem, com informações úteis para orientar a elaboração e o refino de novos materiais de ensino e para tornar a aprendizagem ativa mais significativa.Palavras-chave: Estudo dirigido; Bioquímica; Pesquisa baseada em design.

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Peer Learning and Support of Technology in an Undergraduate Biology Course to Enhance Deep Learning

Cited by 32 publications

References 33 publications

The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment During Bachelor Level Studies and Their Relation to Study Success

The Development of Approaches to Learning and Perceptions of the Teaching-Learning Environment During Bachelor Level Studies and Their Relation to Study Success

A modular laboratory course using planarians to study genes involved in tissue regeneration

Novel study guides for biochemistry meaningful learning in biology: a design-based research

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