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Applying Educational Psychology Lenses to the “Curious Construct of Active Learning” in Undergraduate Science Education
Thu, April 11, 4:20 to 5:50pm, Pennsylvania Convention Center, Floor: Level 100, Room 108BSession Type: Symposium
Abstract
Research partnerships of biology educators and educational psychologists will present studies conducted in a common authentic context: introductory undergraduate life science courses. Researchers from a career/technical college, minority-serving institutions, and flagship campuses of public university systems focus attention on “active learning” as advocated in science education. Relationships among learner motivations, engagement in active learning designs (including learning paths, high-structure lessons, responses to self-regulated learning prompts, and model-driven interventions) and learning outcomes are investigated through the lens of educational theories. Partnerships between educational psychologists and science educators who implement active learning principles can align active learning research to educational theories. Such collaborations inform disciplinary research and practice in gateway courses and can power the study of complex theoretical models of learning.
Sub Unit
Chairs
Jenifer Utz, University of Nevada - Las Vegas
Matthew L. Bernacki, University of North Carolina - Chapel Hill
Papers
Motivations of and Implications for Students in Introductory Biology Courses for Majors and Nonmajors - Christy Strong, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Jenifer Utz, University of Nevada - Las Vegas; Kathryn Rafferty, University of Nevada - Las Vegas; MeganClaire Cogliano, University of Nevada - Las Vegas; Jonathan C. Hilpert, University of Nevada - Las Vegas
Should I Stay or Should I Go? Motivation and Persistence in a Gateway Science Course - Robert D Plumley, University of North Carolina - Chapel Hill; Jenifer Utz, University of Nevada - Las Vegas; Christy Strong, University of Nevada - Las Vegas; Matthew L. Bernacki, University of North Carolina - Chapel Hill
Achievement Goals Relate to Biology Students’ Engagement With Clicker Applications Embedded in Videos and Learning - Shelbi Laura Kuhlmann, University of Memphis; Kelly Hogan, Duke University; Robert D Plumley, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill; Jeff A. Greene, University of North Carolina - Chapel Hill; Mara Evans, University of North Carolina - Chapel Hill
The Role of Student Responses to Instructor-Generated SRL (Self-Regulated Learning) Prompts on Student Performance and Self-Efficacy - Jennelle L. Malcos, Pennsylvania State University; Ying Wang, FHI 360; Rayne A. Sperling, Pennsylvania State University
Overcoming Instructors’ Design Differences to Deliver Equitable Learning Opportunities and Algorithms That Predict Science Achievement - Erin Windsor, College of Southern Nevada; Leiming Ding, University of North Carolina - Chapel Hill; Matthew L. Bernacki, University of North Carolina - Chapel Hill