Scientific Teaching: Defining a Taxonomy of Observable Practices

Couch, Brian A.; Brown, Tanya L.; Schelpat, Tyler J.; Graham, Mark; Knight, Jennifer K.

doi:10.1187/cbe.14-01-0002

Cited by 44 publications

(71 citation statements)

References 85 publications

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“…During the Fall semester, the second half of the course was taught by a teaching-track faculty member who used instructional practices consistent with the scientific teaching taxonomy (Couch et al ., 2015). “Scientific teaching” is a term used to represent a student-centered pedagogical approach that incorporates active learning, formative assessment, and inclusive teaching practices as core elements (Handelsman et al ., 2007).…”

Section: Methodsmentioning

confidence: 99%

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Student Buy-In to Active Learning in a College Science Course

Cavanagh

Aragón

Chen

et al. 2016

LSE

Self Cite

107

140

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Section: Methodsmentioning

confidence: 99%

“…Students’ reported their level of buy-in to a discrete set of 16 empirically supported active-learning pedagogies detailed in the scientific teaching taxonomy (Couch et al ., 2015) and adoption process model (see Aragón et al. , 2016).…”

Section: Methodsmentioning

confidence: 99%

Student Buy-In to Active Learning in a College Science Course

Cavanagh

Aragón

Chen

et al. 2016

LSE

Self Cite

107

140

View full text Add to dashboard Cite

show abstract

“…2,3 Moreover, active learning and scientific teaching strategies have been explored and found to improve student performance. 4−6 For example, we and others have reported that having students individually solve problems during class promotes better learning. 5,7 Similarly, interactive teaching is associated with improved student learning in physics classes.…”

Section: Introductionmentioning

confidence: 99%

Group Problem Solving in Class Improves Undergraduate Learning

Stockwell

Jiang

2017

ACS Cent. Sci.

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Developing methods for improving student learning is a long-standing goal in undergraduate science education. However, the extent to which students working on problems in small groups versus individually results in improved learning among undergraduate science students has not been evaluated in a randomized controlled trial. We have performed such a trial with 80 students in an undergraduate biochemistry class, in which students were randomized to either learning in groups or learning individually. All students participated in the same class, which consisted of a lecture with periodic breaks for students to solve problems using an audience response system. Students in the individual learning condition answered these questions on their own, but students in the group-based learning condition answered these questions in an assigned group of four students. At the end of the class, all students then took the same exam as individuals. The exam had two types of questions—recall questions, in which students had to simply recall information provided to them, and predict questions, in which students had to apply their new knowledge to a new context. Students in the individual and group-based learning conditions performed similarly well on recall questions. However, students who had been in the group-based learning condition performed significantly better as individuals on the predict questions. This suggests that learning in groups may be more effective than individual learning for undergraduate science students, particularly for applying their knowledge to new contexts; this highlights the potential need for pedagogical approaches in undergraduate science courses that incorporate learning in groups.

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“…Scientific teaching aims to improve undergraduate education—and decrease the rate of attrition—by approaching teaching like an experiment. Faculty who use a scientific teaching approach test their ideas about teaching in the classroom, collect data on the outcomes, and evaluate the results to monitor student learning and identify effective teaching practices .…”

Section: Introductionmentioning

confidence: 99%

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning

Jakob

Roehrig

Brenner

2018

Biochem Molecular Bio Educ

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In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:318-326, 2018.

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Scientific Teaching: Defining a Taxonomy of Observable Practices

Cited by 44 publications

References 85 publications

Student Buy-In to Active Learning in a College Science Course

Student Buy-In to Active Learning in a College Science Course

Group Problem Solving in Class Improves Undergraduate Learning

Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning

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