Active Retrieval and Peer Discourse Strategy: Whiteboarding Increases Deeper Understanding in a College Biology Course

• In Event: 30.033 - Teaching and Learning Science

Abstract

Despite calls for reformed postsecondary science education, lecturing remains the standard form of teaching in university science courses. This study examines the effects of an instructional strategy called whiteboarding (WB) in an upper level Biology course (N = 192). Students’ performance on open-ended, conceptual exam questions were analyzed to examine possible differences in understanding of scientific concepts (e.g., physiological functions of body systems) in WB (2015) vs. non-WB (2011, 2012) years. Results from ANOVAs showed that students in 2015 outperformed students from previous non WB-years on items that tested concepts related to the in-class WB activities. These findings point to whiteboarding as an effective strategy for supporting students’ understanding of complex scientific concepts in university science classrooms.

Authors

• Christine Lee Bae, Virginia Commonwealth University

• Caron Inouye, California State University - East Bay

• Kathryn N. Hayes, California State University - East Bay