Repeating knowledge application practice to improve student performance in a large, introductory science course

Fujinuma, Ryosuke and Wendling, Laura (2015) Repeating knowledge application practice to improve student performance in a large, introductory science course. International Journal of Science Education, 37 17: 2906-2922. doi:10.1080/09500693.2015.1114191


Author Fujinuma, Ryosuke
Wendling, Laura
Title Repeating knowledge application practice to improve student performance in a large, introductory science course
Journal name International Journal of Science Education   Check publisher's open access policy
ISSN 1464-5289
0950-0653
Publication date 2015-11-30
Sub-type Article (original research)
DOI 10.1080/09500693.2015.1114191
Open Access Status Not Open Access
Volume 37
Issue 17
Start page 2906
End page 2922
Total pages 17
Place of publication Abingdon, United Kingdom
Publisher Routledge
Language eng
Abstract There is a tendency for lecture-based instruction in large introductory science courses to strongly focus on the delivery of discipline-specific technical terminology and fundamental concepts, sometimes to the detriment of opportunities for application of learned knowledge in evidence-based critical-thinking activities. We sought to improve student performance on evidence-based critical-thinking tasks through the implementation of peer learning and problem-based learning tutorial activities. Small-group discussions and associated learning activities were used to facilitate deeper learning through the application of new knowledge. Student performance was assessed using critical-thinking essay assignments and a final course exam, and student satisfaction with tutorial activities was monitored using online surveys. Overall, students expressed satisfaction with the small-group-discussion-based tutorial activities (mean score 7.5/10). Improved critical thinking was evidenced by improved student performance on essay assignments during the semester, as well as a 25% increase in mean student scores on the final course exam compared to previous years. These results demonstrate that repeated knowledge application practice can improve student learning in large introductory-level science courses.
Keyword Undergraduate
Active learning
Problem based learning
Learning performance
Course experience
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: School of Agriculture and Food Sciences
Official 2016 Collection
 
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Created: Wed, 02 Dec 2015, 23:34:35 EST by Ryosuke Fujinuma on behalf of School of Agriculture and Food Sciences