The Use of Pre-Lectures in a University Biology Course — Eliminating the Need for Prerequisites

Silva, Karen Loreen Burke Da; Hunter, Narelle

doi:10.3108/beej.14.2

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…Several factors have been investigated in an attempt to determine their importance in supporting student success in first-year biology. Many studies have reported that students with higher university entrance scores and/or prior learning in biology or chemistry perform better on first-year biology assessments (Bone & Reid, 2011;Burke da Silva & Hunter, 2009;Graham, Addy, Huddleston, & Stallard, 2011;Johnson & Lawson, 1998;McCoy & Pierce, 2004;Rayner, 2014;Sadler & Tai, 2007). However, Bone and Reid (2011) also reported that prior learning in biology was only of benefit if students also had prior learning in chemistry.…”

Section: Introductionmentioning

confidence: 99%

Conceptual understanding of osmosis and diffusion by Australian first-year biology students

Reinke

Parkinson

2020

IJISME

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Osmosis and diffusion are essential foundation concepts for first-year biology students as they are a key to understanding much of the biology curriculum. However, mastering these concepts can be challenging due to their interdisciplinary and abstract nature. Even at their simplest level, osmosis and diffusion require the learner to imagine processes they cannot see. In addition, many students begin university with flawed beliefs about these two concepts which will impede learning in related areas. The aim of this study was to explore misconceptions around osmosis and diffusion held by first-year cell biology students at an Australian regional university. The 18-item Osmosis and Diffusion Conceptual Assessment was completed by 767 students. From the results, four key misconceptions were identified: approximately half of the participants believed dissolved substances will eventually settle out of a solution; approximately one quarter thought that water will always reach equal levels; one quarter believed that all things expand and contract with temperature; and nearly one third of students believed molecules only move with the addition of external force. Greater attention to identifying and rectifying common misconceptions when teaching first-year students will improve their conceptual understanding of these concepts and benefit their learning in subsequent science subjects.

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Section: Introductionmentioning

confidence: 99%

Conceptual understanding of osmosis and diffusion by Australian first-year biology students

Reinke

Parkinson

2020

IJISME

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“…Virtually, even in case when students were taught in their native language, the overall effect of the implementation of pre-lectures was a more appropriate level of teaching, lowering of the failure rate of first year students, and significant reduction of the gap between students with and without the background knowledge [4].…”

Section: Introductionmentioning

confidence: 99%

Pre-Lecture Preparation As a Key-Component in Achieving the Goals and Objectives of IT Teaching: A Case of Networks-on-Chip

Romanov¹,

Romanova²,

Romanov³

2019

Proceedings of the International Scientific Conference "Far East Con" (ISCFEC 2018)

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This paper is dedicated to pre-lecture preparation of Russian-speaking L2 students learning IT disciplines (in particular, "System Design of Digital Devices") in English. Goals and objectives of IT teaching (acquisition of theoretical and practical skills in the development of networks-on-chip) are described. The peculiarities of Content and Language Integrated Learning, providing integration of language learning with content learning, are presented. Pre-lecture preparation practices, based on pre-lecture resources in networks-on-chip, scaffolding instructional techniques, and Project-Based-Learning technology support, are considered. The stages of pedagogical experiment (ascertaining, forming, and comparative ones) are described; obtained results undoubtedly prove the effectiveness of the method proposed.

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Flipping the laboratory: improving student engagement and learning outcomes in second year science courses

Loveys

Riggs

2018

International Journal of Science Education

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The Use of Pre-Lectures in a University Biology Course — Eliminating the Need for Prerequisites

Cited by 3 publications

References 11 publications

Conceptual understanding of osmosis and diffusion by Australian first-year biology students

Conceptual understanding of osmosis and diffusion by Australian first-year biology students

Pre-Lecture Preparation As a Key-Component in Achieving the Goals and Objectives of IT Teaching: A Case of Networks-on-Chip

Flipping the laboratory: improving student engagement and learning outcomes in second year science courses

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