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A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction
ARTICLE

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Journal of Science Education and Technology Volume 21, Number 4, ISSN 1059-0145

Abstract

Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we present a framework to design biology instruction that incorporates all active learning strategies. We review active learning research in undergraduate biology courses, present a framework for organizing active learning strategies, and provide clear implications and future research for designing instruction in introductory undergraduate biology courses.

Citation

Gardner, J. & Belland, B.R. (2012). A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction. Journal of Science Education and Technology, 21(4), 465-475. Retrieved December 9, 2019 from .

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