1887

Learning Partnerships Between Undergraduate Biology Students and Younger Learners

    Author: LEE ABRAHAMSEN1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Bates College Department of Biology, Carnegie Science, 44 Campus Avenue, Lewiston, Maine 04240
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • *Corresponding author. Mailing address: Bates College Department of Biology, Carnegie Science, 44 Campus Avenue, Lewiston, ME 04240. Phone: (207) 786-6108. Fax: (207) 786-8334. E-mail: labraham@bates.edu.
    • Copyright © 2004, American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2004 vol. 5 no. 1 21-29. doi:10.1128/jmbe.v5.74
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    Abstract:

    In two upper-level elective biology courses and one beginning-level general biology course, college students participated in Learning Partnerships with middle or high school classes to study some aspect of biology. The goals were to enhance learning by providing resources to middle and high school students and teachers and by encouraging college students to consider teaching as a learning tool and a possible career goal. The college students designed lessons, activities, and laboratories that were done at the schools and at Bates College. Feedback and data suggest that the partnerships have helped teachers enrich their curricula, enhanced student learning, encouraged additional high school students to consider applying to college, and encouraged college students to consider teaching science.

Key Concept Ranking

Bacteria
0.7737056
Microscopes
0.75
0.7737056

References & Citations

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7. DebBurman SK2002Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skillsCell Biol Educ115417210.1187/cbe.02-07-0024 http://dx.doi.org/10.1187/cbe.02-07-0024
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13. Lord TR2001101 reasons to use cooperative learning in biology teachingAm Bio Teacher633038
14. McInerney MJ, Dee Fink L2003Team-based learning enhances long-term retention and critical thinking in an undergraduate microbial physiology courseMicrobiol Educ4312
15. McNeal AP, D’Avanzo C1997Student-active science: models of innovation in college science teachingSaundersOrlando, Fla
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18. Tanner K, Allen D2002Approaches to cell biology teaching: a primer on standardsCell Biol Educ19510010.1187/cbe.02-09-0046 http://dx.doi.org/10.1187/cbe.02-09-0046
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/content/journal/jmbe/10.1128/jmbe.v5.74
2004-05-01
2017-03-30

Abstract:

In two upper-level elective biology courses and one beginning-level general biology course, college students participated in Learning Partnerships with middle or high school classes to study some aspect of biology. The goals were to enhance learning by providing resources to middle and high school students and teachers and by encouraging college students to consider teaching as a learning tool and a possible career goal. The college students designed lessons, activities, and laboratories that were done at the schools and at Bates College. Feedback and data suggest that the partnerships have helped teachers enrich their curricula, enhanced student learning, encouraged additional high school students to consider applying to college, and encouraged college students to consider teaching science.

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Figures

Image of FIG. 1

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FIG. 1

An example of a Learning Partnership in Bacteriology entitled “Bacteria in Your Environment.” Bacteriology is a junior-senior level biology major elective course.

Source: J. Microbiol. Biol. Educ. May 2004 vol. 5 no. 1 21-29. doi:10.1128/jmbe.v5.74
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Image of FIG. 2

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FIG. 2

An example of a Learning Partnership in Learning and Teaching Biology entitled “Cells and How We Look At Them.” The course is a beginning-level majors and nonmajors course that satisfies a general education requirement. First-year students comprised about half of the class.

Source: J. Microbiol. Biol. Educ. May 2004 vol. 5 no. 1 21-29. doi:10.1128/jmbe.v5.74
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Image of FIG. 3

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FIG. 3

Teacher evaluations of college student performance during Learning Partnerships. Teachers were asked to rank each student group’s preparation for class or lab work (white bars), the professionalism of the group members (stippled bars), the scientific accuracy of all presentations (black bars), and the interest level of their own class (striped bars) on a scale of “poor,” “fair,” “average,” “good,” or “great.” Bars represent the number of teachers giving each response.

Source: J. Microbiol. Biol. Educ. May 2004 vol. 5 no. 1 21-29. doi:10.1128/jmbe.v5.74
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