| Abstract Detail
Teaching Nepal, Madhav P. [1]. Scopes and Challenges of Incorporating Active Learning in a Large Section Introductory Botany Course. Active-learning has recently become one of the most popular instructional stategies in academia, and is often taken as a synonym for scientific teaching, particularly engaging millennial students in learning. In the present study, active learning activities were incorporated in a large section introductory botany course. Instructional delivery materials were developed at Bloom’s synthesis, application and analysis level to enhance students' higher order thinking (HOTs). Students were allowed to discuss in a group of 3-4 students in class on a topic or a book chapter, and share with their peers what concepts they themselves understood. A mini-presentation on difficult concepts was injected between the discussion sessions. Student learning gains as well as their involvement and engagement were assessed with pre- and post-lecture tests, mid-term surveys and semester wide pre- and post-tests. The conversion of traditional lecture to a more engaging student-centered active learning was well-received by all students. In this presentation, the scopes and challenges of incorporating active learning activities in an introductory botany courses with more than 100 students, will be discussed. Log in to add this item to your schedule
1 - South Dakota State University, Biology And Microbiology, Northern Plain Biostress Laboratory, Brookings, SD, 57007, USA
Keywords: Vision and Change Large Section Botany Course active learning student-centered learning.
Presentation Type: Poster Session: P, Teaching Section Poster Session Location: Exhibit Hall/Savannah International Trade and Convention Center Date: Monday, August 1st, 2016 Time: 5:30 PM This poster will be presented at 6:15 pm. The Poster Session runs from 5:30 pm to 7:00 pm. Posters with odd poster numbers are presented at 5:30 pm, and posters with even poster numbers are presented at 6:15 pm. Number: PTE006 Abstract ID:539 Candidate for Awards:None |