Exploring the Relationship between Teacher Knowledge and Active-Learning Implementation in Large College Biology Courses.

ABSTRACT: Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by theoretical frameworks of pedagogical content knowledge and pedagogical knowledge, this study investigated the teaching knowledge instructors used in planning, implementing, and reflecting on active-learning lessons in large courses. We used a preinstruction interview, video footage of a target class session, and a postinstruction interview with stimulated recall to elicit the teaching knowledge participants used. We then conducted qualitative content analysis to describe and contrast teaching knowledge employed by instructors implementing active

SUBMITTER: Andrews TC 

PROVIDER: S-EPMC6812569 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature