“What’s Your Thinking behind That?” Exploring Why Biology Instructors Use Classroom Discourse

Donham, Cristine; Andrews, Tessa C.

doi:10.1128/jmbe.00132-22

Cited by 2 publications

References 20 publications

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If you are learner‐centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID‐19 pandemic

Donham,

Hong,

Signorini

et al. 2024

Biochem Molecular Bio Educ

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Students at Minority‐Serving Institutions (MSIs) faced significant hardships while trying to learn through emergency remote teaching (ERT) during the COVID‐19 pandemic. Our research aims to investigate if science, technology, engineering, and mathematics (STEM) instructors thought about and enacted more learner‐centered teaching practices to alleviate some of this stress encountered by their students. Using semi‐structured interviews and classroom observations, we utilized inductive and deductive qualitative research methods to examine two questions: (1) To what extent were STEM instructor's perceived pedagogical changes learner‐centered during ERT?; and (2) To what extent were STEM instructor's teaching behaviors and discourse practices learner‐centered during ERT? Our findings revealed that during ERT, STEM instructors described using a variety of pedagogical changes that we identified as learner‐centered under the Weimer framework, including ideas such as enacting flexible late policies and increased usage of formative assessment. Interestingly, we found that many of these learned‐centered changes were happening outside of the classroom. Classroom observations assessing instructor behaviors and discourse demonstrated that STEM instructors enacted practices that aligned with Weimer's five constructs of learner‐centered teaching. Our research highlights implications of learner‐centered teaching practices for STEM instructors as well as researchers.

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If you are learner‐centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID‐19 pandemic

Donham,

Hong,

Signorini

et al. 2024

Biochem Molecular Bio Educ

Self Cite

View full text Add to dashboard Cite

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Development of the Follow-Up Discourse Observation Protocol (FUDOP) for characterizing instructor active-learning follow-up behaviors

Cen,

Kight,

Lee

et al. 2024

Preprint

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Instructors can provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students can receive feedback from the instructor. However, there is little research on the effects of different types of follow-up behaviors. Follow-up after active learning can be seen as a form of discourse between the instructor and the entire class. Previous researchers developed the Classroom Discourse Observation Protocol (CDOP) to analyze discourse between the instructor and individual students or small groups. We used CDOP as a starting point to develop and validate a new protocol, the Follow-Up Discourse Observation Protocol (FUDOP), to characterize instructional follow-up behaviors to the entire class after active-learning activities. We then used FUDOP to characterize follow-up behaviors of multiple instructors in introductory biology courses at three different universities. We measured consistent differences in these behaviors across instructors but not within instructors, demonstrating that instructors may engage in consistent follow-up behaviors. FUDOP could allow instructors and researchers to better measure and analyze follow-up behaviors and their effects, which could in turn provide guidance to instructors and faculty developers.

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“What’s Your Thinking behind That?” Exploring Why Biology Instructors Use Classroom Discourse

Cited by 2 publications

References 20 publications

If you are learner‐centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID‐19 pandemic

If you are learner‐centered and you know it, raise your hand: Perspectives on and implementation of pedagogical changes by science instructors during the COVID‐19 pandemic

Development of the Follow-Up Discourse Observation Protocol (FUDOP) for characterizing instructor active-learning follow-up behaviors

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