Repeating Knowledge Application Practice to Improve Student Performance in a Large, Introductory Science Course

There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical...

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Bibliographic Details
Published inInternational journal of science education Vol. 37; no. 17; pp. 2906 - 2922
Main Authors Fujinuma, Ryosuke, Wendling, Laura A.
Format Journal Article
LanguageEnglish
Published London Routledge 22.11.2015
Taylor & Francis Ltd
Subjects
Academic Achievement
Active learning
Australia
Course Descriptions
Course experience
Critical Thinking
Educational Experience
Essays
Foreign Countries
Fundamental Concepts
Introductory Courses
Knowledge
Large Group Instruction
Learning Activities
Learning performance
Lecture Method
Online Surveys
Outcomes of Education
Peer Teaching
Performance evaluation
Problem Based Learning
Questionnaires
Science Curriculum
Science education
Science Instruction
Science Tests
Skill Development
Student Attitudes
Student Improvement
Student Satisfaction
Teaching Methods
Thinking Skills
Tutoring
Undergraduate
Australia
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Summary:There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500693.2015.1114191