1887

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

    Authors: ROSA J. BUXEDA1,*, DEBORAH A. MOORE2
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    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: [email protected].
    • 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 Rico 1998 Report of the education committee on the industrial needs in Puerto Rico Association of Industries in Puerto Rico San Juan, P.R.
2. Astin AW 1993 What matters in college: four critical years revisited Jossey-Bass Publishers, Inc. San Francisco, Calif.
3. Ausubel DP 1978 In defense of advanced organizers: a reply to the critics Rev Educ Res 48 51 257
4. Buxeda RJ, Moore DA 1999 Using learning styles data to design a microbiology course J Coll Sci Teaching 29 159 164
5. Buxeda RJ, Moore DA 2000 Transforming a sequence of microbiology courses using student profile data Microbiol Educ 1 1 6
6. Coles K 1991 Journal assignments in an introductory geology course help the student and teach J Geol Educ 39 187 189
7. Crowther DT 1999 Cooperating with constructivism J Coll Sci Teaching 24 17 23
8. Felder RM 1993 Reaching the second tier—learning and teaching styles in college science education J Coll Sci Teaching 23 286 290
9. Felder RM, Silverman LK 1988 Learning and teaching styles in engineering education Eng Educ 78 674
10. Frazer DW 1993 Transfer of college developmental reading students’ textmarking strategies J Reading Behavior 25 17 40
11. Johnson RT, Johnson DW 1993 What we know about cooperative learning at the college level Coop Learning Mag Coop Higher Educ 13 30 17 18
12. King A 1992 Comparison of self-questioning, summarizing, and notetaking-review as strategies for learning from lectures Am Educ Res J 29 303 323
13. Krause LB 1996 An investigation of learning styles in general chemistry students PhD dissertation. Clemson University, Clemson, S.C.
14. Lawson AE 1992 The development of reasoning among college biology students: a review of research J Coll Sci Teaching 22 338 344
15. Leonard WH 2000 How do college students best learn science? J Coll Sci Teaching 24 385 388
16. Lord T 1994 Using constructivism to enhance student learning in college biology J Coll Sci Teaching 23 364 348
17. Prescott LM, Harley JP, Klein DA 1999 Microbiology 4th ed McGraw-Hill Boston, Mass.
18. Trombulak S, Sheldon S 1989 The real value of writing to learn biology J Coll Sci Teaching 18 384 386
19. Von Glaserfield E 1989 Cognition, construction of knowledge, and teaching Synthese 80 1 121 140 10.1007/BF00869951 http://dx.doi.org/10.1007/BF00869951

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/content/journal/jmbe/10.1128/154288101X14285805784116
2001-05-01
2019-08-19

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

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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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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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