ArticleCBE life sciences education2017
Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Environmental load in biology classrooms: attention, technology, and cognitive access in science education.Journal of microbiology & biology education · 2026Article
- The state of introductory biology following 16 years of pedagogical reform sinceJournal of microbiology & biology education · 2025Article
- The Benefits of Participating in a Learning Assistant Program on the Metacognitive Awareness and Motivation of Learning Assistants.CBE life sciences education · 2023Article
- Building Connections to Biology and Community through Service-Learning and Research Experiences.Journal of microbiology & biology education · 2022Article
- How do introductory field biology students feel? Journal reflections provide insight into student affect.Ecology and evolution · 2022Article
- Structured Worksheets: Simple Active Learning Strategies to Increase Transparency and Promote Communication.Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience · 2022Article
- Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the Laboratory Experience.CBE life sciences education · 2020Article
- Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course.CBE life sciences education · 2019Article
- Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning.American journal of pharmaceutical education · 2019Article
- Place-Based Case Studies: A New Approach to an Effective Teaching Practice.Journal of microbiology & biology education · 2019Article
- Article
- Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?CBE life sciences education · 2018Article
- Systematic review of the implementation of audience response systems and their impact on participation and engagement in the education of healthcare professionals.BMJ simulation & technology enhanced learning · 2018Article
- A Call for Programmatic Assessment of Undergraduate Students' Conceptual Understanding and Higher-Order Cognitive Skills.Journal of microbiology & biology education · 2018Article
Corrections and comments
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Authors and funding
3 authors.
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Abstract
In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain.
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