A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching
| Autor: | Carly H. Rietschel, Gili Marbach-Ad |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Cooperative learning
Models Educational Universities Process (engineering) Teaching method media_common.quotation_subject Control (management) Decision Making 01 natural sciences General Biochemistry Genetics and Molecular Biology Article Education Learner centered teaching 0103 physical sciences Pedagogy Mathematics education ComputingMilieux_COMPUTERSANDEDUCATION Humans Learning 010306 general physics Students Biology media_common Motivation Transition (fiction) Teaching 05 social sciences 050301 education Patience Faculty 0503 education Anonymity |
| Zdroj: | CBE Life Sciences Education |
| ISSN: | 1931-7913 |
| Popis: | A case study approach was used to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course to implement learner-centered teaching. Implications for instructors wishing to transform their teaching and for administrators who wish to support them are provided. In this study, we used a case study approach to obtain an in-depth understanding of the change process of two university instructors who were involved with redesigning a biology course. Given the hesitancy of many biology instructors to adopt evidence-based, learner-centered teaching methods, there is a critical need to understand how biology instructors transition from teacher-centered (i.e., lecture-based) instruction to teaching that focuses on the students. Using the innovation-decision model for change, we explored the motivation, decision-making, and reflective processes of the two instructors through two consecutive, large-enrollment biology course offerings. Our data reveal that the change process is somewhat unpredictable, requiring patience and persistence during inevitable challenges that arise for instructors and students. For example, the change process requires instructors to adopt a teacher-facilitator role as opposed to an expert role, to cover fewer course topics in greater depth, and to give students a degree of control over their own learning. Students must adjust to taking responsibility for their own learning, working collaboratively, and relinquishing the anonymity afforded by lecture-based teaching. We suggest implications for instructors wishing to change their teaching and administrators wishing to encourage adoption of learner-centered teaching at their institutions. |
| Databáze: | OpenAIRE |
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