Innovation in Large Lectures - Teaching for Active Learning
Diane Ebert-May, Carol Brewer, Sylvester Allred October 1997 BioScience v47 n9 p601(7)

This article from BioScience discusses studies conducted by Northern Arizona University and the University of Montana that were designed to improve biological literacy among education majors. The study highlights the importance of active, inquiry-based learning. Included in this article are instructions presented to students for effective interactions in cooperative groups and the types of responses expected from students, strategies for managing cooperative groups in a dynamic atmosphere in a large enrollment lecture course, an example of questions used in a learning cycle lecture on photosynthesis, and students' responses to focus interview questions and course evaluations from those enrolled in both the experimental and traditional lecture course designs.

Subject: Education:Assessment
Resource Type: Pedagogic Resources:Research Results, Journal Article
Learning Environment: Large Classes
Grade Level: College Upper (15-16), College Lower (13-14)
Topics: Education:Assessment