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Abstract Detail


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.

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1 - South Dakota State University, Biology And Microbiology, Northern Plain Biostress Laboratory, Brookings, SD, 57007, USA

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

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