Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

ABSTRACT: Active-learning strategies can improve science, technology, engineering, and mathematics (STEM) undergraduates' abilities to learn fundamental concepts and skills. However, the results instructors achieve vary substantially. One explanation for this is that instructors commonly implement active learning differently than intended. An important factor affecting how instructors implement active learning is knowledge of teaching and learning. We aimed to discover knowledge that is important to effective active learning in large undergraduate courses. We developed a lesson-analysis instrument to elicit teacher knowledge, drawing on the theoretical construct of teacher noticing. We compared the knowledge used by expert (n = 14) and novice (n = 29) active-learning instructors as they analyzed les

SUBMITTER: Auerbach AJ 

PROVIDER: S-EPMC6007764 | biostudies-literature | 2018

REPOSITORIES: biostudies-literature