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Lifeguard Final Exam—Encouraging the Use of Active Learning

    Authors: Elise N. Griswold1, Daniel J. Klionsky2
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    Affiliations: 1: Ypsilanti, MI, http://elisegriswold.blogspot.com; 2: Life Sciences Institute, University of Michigan, Ann Arbor, MI, [email protected]
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • ©2015 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2015 vol. 16 no. 2 133-135. doi:10.1128/jmbe.v16i2.945
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    Abstract:

    To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that active learning is preferable to a lecture/note-taking approach. Here, we provide a question for group discussion that can be used as one such illustration.

References & Citations

1. Griswold EN, Klionsky DJ 2014 Letter to the Editor J Microbiol Biol Educ 16 1 5 10.1128/jmbe.v16i1.910 http://dx.doi.org/10.1128/jmbe.v16i1.910
2. Klionsky DJ 1998 Application of a cooperative learning approach to introductory biology J Coll Sci Teach 27 334 338
3. Klionsky DJ 2002 Constructing knowledge in the lecture hall J Coll Sci Teach 31 246 251
4. Klionsky DJ 2003 Why the scientific method matters: a cautionary tale Teach Prof 17 4
5. Klionsky DJ 2004 Talking biology: learning outside the book—and the lecture Cell Biol Ed 3 204 211 10.1187/cbe.04-07-0055 http://dx.doi.org/10.1187/cbe.04-07-0055
6. Mayer RE, Jackson J 2005 The case for coherence in scientific explanations: quantitative details can hurt qualitative understanding J Exp Psych Appl 11 13 18 10.1037/1076-898X.11.1.13 http://dx.doi.org/10.1037/1076-898X.11.1.13
7. Sirum KL, Madigan D, Klionsky DJ 2009 Enabling a culture of change: a life sciences faculty learning community promotes scientific teaching J Coll Sci Teach 38 24 30

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2015-12-01
2019-03-18

Abstract:

To anyone familiar with the extensive literature on teaching and learning, there is little question that active learning is more effective than passive learning. Thus, we are not directing this letter to that particular audience. Instead, we are attempting to address the question of the best way to convince instructors who have not tried to incorporate elements of active learning into their courses to make such an attempt. There are numerous examples where it becomes immediately clear that active learning is preferable to a lecture/note-taking approach. Here, we provide a question for group discussion that can be used as one such illustration.

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FIGURE 1

Active learning is more effective than passive methods such as lecturing with note taking. Consider, for example, studying a foreign language, learning how to repair a car, getting an introduction to using a computer, or perhaps being shown how to swim—in each case, relying exclusively on a lecture would not be as effective as a more “hands-on” approach.

Source: J. Microbiol. Biol. Educ. December 2015 vol. 16 no. 2 133-135. doi:10.1128/jmbe.v16i2.945
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