1887

Expanding a Learner-Centered Environment Using Group Reports and Constructivist Portfolios

    Authors: ROSA J. BUXEDA1,*, DEBORAH A. MOORE2
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biology and; 2: Department of Mathematics, University of Puerto Rico at Mayagüez, Mayagüez, PR 00681-9012
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • *Corresponding author. Mailing address: Department of Biology, University of Puerto Rico at Mayagüez, P. O. Box 9012, Mayagüez, PR 00681-9012. Phone: (787)832-4040 ext. 2174. Fax: (787)265-3837. E-mail: r_buxeda@rumac.upr.clu.edu.
    • Copyright © 2001, American Society for Microbiology. All Rights Reserved.
    Source: J. Microbiol. Biol. Educ. May 2001 vol. 2 no. 1 12-17. doi:10.1128/154288101X14285805784116
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    Abstract:

    A study was performed in the Microbial Physiology course to increase students’ self-awareness of their misconceptions, promote sound research techniques, develop written and oral communication skills, stimulate metacognition, and improve teamwork and interpersonal relationship skills. The transformation in the teaching methodology included using cooperative learning, field trips, and portfolios that targeted diverse learning styles to challenge students in creative ways and to help prepare them for future careers. The entire structure of the class was modified by introducing in-class portfolios to form a constructivist environment in which the discussion and lecture topic of the day were built on prior student knowledge. Based on evaluations, students were very pleased with the new teaching and learning process and learned more content than in the more traditional class. They also felt better able to reflect on their learning.

Key Concept Ranking

Bacterial Cell Wall
0.8982063
Cell Wall Components
0.68988687
Bacterial Proteins
0.6478577
Cellular Processes
0.5972354
Plasma Membrane
0.46196872
0.8982063

References & Citations

1. Association of Industries in Puerto Rico1998Report of the education committee on the industrial needs in Puerto RicoAssociation of Industries in Puerto RicoSan Juan, P.R.
2. Astin AW1993What matters in college: four critical years revisitedJossey-Bass Publishers, Inc.San Francisco, Calif.
3. Ausubel DP1978In defense of advanced organizers: a reply to the criticsRev Educ Res4851257
4. Buxeda RJ, Moore DA1999Using learning styles data to design a microbiology courseJ Coll Sci Teaching29159164
5. Buxeda RJ, Moore DA2000Transforming a sequence of microbiology courses using student profile dataMicrobiol Educ116
6. Coles K1991Journal assignments in an introductory geology course help the student and teachJ Geol Educ39187189
7. Crowther DT1999Cooperating with constructivismJ Coll Sci Teaching241723
8. Felder RM1993Reaching the second tier—learning and teaching styles in college science educationJ Coll Sci Teaching23286290
9. Felder RM, Silverman LK1988Learning and teaching styles in engineering educationEng Educ78674
10. Frazer DW1993Transfer of college developmental reading students’ textmarking strategiesJ Reading Behavior251740
11. Johnson RT, Johnson DW1993What we know about cooperative learning at the college levelCoop Learning Mag Coop Higher Educ13301718
12. King A1992Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lecturesAm Educ Res J29303323
13. Krause LB1996An investigation of learning styles in general chemistry studentsPhD dissertation. Clemson University, Clemson, S.C.
14. Lawson AE1992The development of reasoning among college biology students: a review of researchJ Coll Sci Teaching22338344
15. Leonard WH2000How do college students best learn science?J Coll Sci Teaching24385388
16. Lord T1994Using constructivism to enhance student learning in college biologyJ Coll Sci Teaching23364348
17. Prescott LM, Harley JP, Klein DA1999Microbiology4th edMcGraw-HillBoston, Mass.
18. Trombulak S, Sheldon S1989The real value of writing to learn biologyJ Coll Sci Teaching18384386
19. Von Glaserfield E1989Cognition, construction of knowledge, and teachingSynthese80112114010.1007/BF00869951 http://dx.doi.org/10.1007/BF00869951
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/content/journal/jmbe/10.1128/154288101X14285805784116
2001-05-01
2017-12-14

Abstract:

A study was performed in the Microbial Physiology course to increase students’ self-awareness of their misconceptions, promote sound research techniques, develop written and oral communication skills, stimulate metacognition, and improve teamwork and interpersonal relationship skills. The transformation in the teaching methodology included using cooperative learning, field trips, and portfolios that targeted diverse learning styles to challenge students in creative ways and to help prepare them for future careers. The entire structure of the class was modified by introducing in-class portfolios to form a constructivist environment in which the discussion and lecture topic of the day were built on prior student knowledge. Based on evaluations, students were very pleased with the new teaching and learning process and learned more content than in the more traditional class. They also felt better able to reflect on their learning.

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Figures

Image of FIG. 1

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FIG. 1

Example of a student portfolio entries concerning the bacterial cell wall. (A) First entry on the cellular wall; (B) second entry. (Words in diagram are in Spanish.)

Source: J. Microbiol. Biol. Educ. May 2001 vol. 2 no. 1 12-17. doi:10.1128/154288101X14285805784116
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Image of FIG. 2

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FIG. 2

Student is unable to establish links between layers of the cell wall. (Words in diagram are in Spanish.)

Source: J. Microbiol. Biol. Educ. May 2001 vol. 2 no. 1 12-17. doi:10.1128/154288101X14285805784116
Download as Powerpoint
Image of FIG. 3

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FIG. 3

Student is unable to complete a drawing of the Embden-Meyerhof pathway before the topic is discussed in class. (Words in diagram are in Spanish.)

Source: J. Microbiol. Biol. Educ. May 2001 vol. 2 no. 1 12-17. doi:10.1128/154288101X14285805784116
Download as Powerpoint

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