Active-Learning Methods to Improve Student Performance and Scientific Interest in a Large Introductory Oceanography Class
Richard F. Yuretich, Samia A. Khan, R. Mark Leckie, John J. Clement March 2001 Journal of Geoscience Education v49 n2 p111-119 Mar 2001

This article in the Journal of Geoscience Education provides information about a study that was conducted at the University of Massachusetts. A 600-student oceanography class was transformed by modifying lectures to include cooperative learning via interactive in-class exercises and directed discussion. Assessments were redesigned as "two-stage" exams with a significant collaborative component. Results of the student surveys, course evaluations, and exam performance demonstrate that learning of the subject under these conditions has improved.

Full Text of the article is available online.

This resource is referenced here:

• Cutting Edge:Enhance Your Teaching:Student Learning: Observing and Assessing: Interactive Lectures
• Cutting Edge:Courses:Course Design:Course Design Tutorial: Assessing student learning
• Starting Point-Teaching Entry Level Geoscience:Assessment: Assessing Interactive Lectures

Subject: Education:Assessment:Exam, Education:Assessment
Resource Type: Pedagogic Resources:Research Results, Journal Article
Special Interest: Large Classroom
Grade Level: College Lower (13-14)
Learning Environment: Large ClassesKeywords: undergraduate education, active learning