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6 Structuring the Learning Environment
Pages 42-52

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From page 42...
... Consequently, studio instruction is a whole-course modification that involves collaborative, hands-on learning in specially designed classrooms. The focus on hands-on activities requires longer class periods than is typical in introductory physics courses; at RPI, the studio courses meet twice a week for 2 hours per session.
From page 43...
... administered a survey that assessed knowledge of biological concepts to students in a standard lecture course and the studio course with the asynchronous component. They measured normalized gains, or the ratio of how much students learned compared with how much room they had to learn based on their pretest scores.1 Students in the studio course performed significantly better in ecology and evolution than students in the traditional biology lecture course.
From page 44...
... Although hybrid models can yield appreciable gains in conceptual understanding, the appeal of the studio model lies in its ability to promote other skills. With studio models, Cummings said, students are more responsible for their own learning and develop lifelong learning skills.
From page 45...
... physics courses made greater normalized gains in their conceptual knowledge than students in lecture courses. Students in the top third of the class made greater normalized gains than students in the middle or bottom third.
From page 46...
... Drawing on their experiences at the medical school, in the early 2000s they transformed a large undergraduate biochemistry class into a hybrid class with lectures and small-group, problem-, and TABLE 6-1 Summary of Objectives and Assessment Methods for SCALE-UP Physics Objective Assessment Method Conceptual Understanding Pre-posttests, interviews, portfolios Problem Solving Comparison tests, interviews, portfolios Laboratory Practical testing, portfolios Technology In-class observations, practical testing, portfolios Communication In-class observations, video recording, interviews Attitudes Maryland Physics Expectations Survey, interviews, in-class observations Positive Learning Experience Course evaluations, interviews, focus groups SOURCE: Beichner (2008b)
From page 47...
... In the online format, groups of approximately six to eight students use the scientific method to solve vague problems posed by the instructors. Through iterative postings on the course project's website over a period of weeks, the groups develop hypotheses about what the problem means, develop an approach to solving the problem, and design experiments to investigate the problem.
From page 48...
... discussed his efforts to redesign introductory geology courses at the University of Akron. With colleagues in cognitive psychology and science education, McConnell sought to • determine if students are prepared to use higher order thinking skills; • teach an introductory course for nonmajors in which students im prove their higher order thinking skills and conceptual understand ing; and
From page 49...
... As a result, McConnell and his colleagues sought to design learning environments that would foster students' ability to grasp abstract information, including the concrete and transitional thinkers who required additional support in this area. Drawing on similar work at other institutions, they divided lectures into small segments, assigned students to work together in groups, and used formative assessments during class to determine student understanding and progress.
From page 50...
... Research experiences allow students to work directly with, and learn from, individual science faculty. Noting that the best way to learn science is by doing science, committee member David Mogk introduced speakers to discuss two programs that provide research experiences for undergraduate students.
From page 51...
... Undergraduate research experiences through CASPiE include skill-building workshops, access to sophisticated research equipment, guidance and mentoring from faculty, and opportunities for peer networking and support. Evaluation results indicate that CASPiE participants learn chemistry as well as nonparticipants and are more likely to perceive their labs as authentic and relevant to the future (Wink and Weaver, 2008)
From page 52...
... , the effect of culture, students' social construction of knowledge, the expert-novice continuum, depart mental and institutional change, and cost-benefit analyses. • Dissemination of promising practices could be more effective.


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