Transcript No Slide Title

Research Problem
• A major recommendation from national studies (i.e.,
Vision and Change, AAAS/NSF; ASM Undergraduate
Curriculum Guidelines) on higher education in science is
to teach core concepts and to employ active learning.
• There are a wide variety of active learning methods.
• Instructors have little evidence to guide them on which
method to select for specific concepts.
Todd Primm
Research Question
• Research Question:
• Do different active learning methods have different efficacies with
specific concepts for promoting student learning?
• If so, are students more favorable towards the method that is more
effective?
• Research Context:
• BIOL 3470, general microbiology course of 40 students required for all
Biology majors. SHSU is a regional public comprehensive university.
• My question is interesting because:
• The current body of literature strongly supports efficacy of active
learning in general; this study extends that by comparison of different
methods.
Research Methodology
CONCEPT
CATEGORY
ASM CURR
METHODS to TEST
COURSE
TIMING
Cell wall type structures
I - structure
CSF
concept map vs drawing
First quarter
DNA replication
IIA – sequential process
IFG
strip sequence vs TPS
Second quarter
Regulation of transcription
IIA
IFG
strip sequence vs concept map
Second quarter
HTG mechanisms
EVO
TPS vs concept map
Third quarter
Glycolysis
IIB – discontinuous
process
IIA
MP
strip sequence vs animation quiz
Second quarter
Drug resis mechanisms
IIB
EVO
concept map vs animation quiz
Third quarter
Germ theory/Koch’s postulates
III – abstract concept
TPS vs drawing
First quarter
MS
ASM Curriculum Guidelines enduring concepts: CSF – cell structure & function,
IFG – information flow & genetics, EVO – evolution, MP – metabolic pathways,
MS – microbial systems
Active learning method hypothesized to best fit concept in red
Alignment of Research Question and Methodology
Diagnostic
3 multiple choice questions based in a scenario for each concept,
one w/ a 2nd tier short explanation
Formative
rubric-guided activity grading on 10 pt scale, 7% of course grade
Summative
embedded exam questions, isomorphic w/ diagnostic ? if possible
attitude surveys to measure student preferences
Compare learning gains, Mann-Whitney