Cooperative Learning That Really Works in Biology Teaching: Using Constructivist-Based Activities to Challenge Student Teams
| Autor: | Thomas R. Lord |
|---|---|
| Rok vydání: | 1998 |
| Předmět: |
Cooperative learning
Forgetting Higher education business.industry Educational technology Agricultural and Biological Sciences (miscellaneous) Experiential learning Learning sciences Education Task (project management) Test (assessment) Mathematics education General Agricultural and Biological Sciences business |
| Zdroj: | The American Biology Teacher. 60:580-588 |
| ISSN: | 0002-7685 |
| DOI: | 10.2307/4450554 |
| Popis: | T HERE is an old Chinese proverb that reads, If I hear-I forget, If I see-I remember, If I do -I understand. Seasoned educators know, however, that seeing and doing can lead to forgetting as well. Simply viewing the material will not automatically lead to remembering, and working with something will not automatically lead to understanding. For lasting learning to take place, students must be actively involved in thinking about what is being heard, seen or done. For example, students in biology laboratories sometimes perform investigations without understanding what they are doing. Indeed, so widespread has the idea of "hands-on education" become in our schools that students have become skillful at setting up learning situations, following directions, performing activities, and cleaning up after themselves. In fact, students have become so competent in the "handson" format that they can answer questions on a performance sheet or describe what they have completed in an activity report without totally understanding what they have just accomplished. I watched a high school lab in advanced biology exploring the embryologic development of amphibians. Each student observed preserved stages of developing frog eggs in petri dishes under a dissection scope and arranged them in order from zygote to tadpole, drawing each stage as he or she went along. In a late stage, organogenesis was introduced and the students read what organ systems developed from the various layers. The participants worked quickly and efficiently through their task, completing it before the lab ended. I returned the following week to find out how the students had done on their exam on the subject. Grades on the test revealed that the "learning" of the subject matter was very high in this group of high achievers. Yet when I asked students if they could draw correlations |
| Databáze: | OpenAIRE |
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