Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Implementing concept-based learning in a large undergraduate classroom.

David Morse1, France Jutras

  • 1Institut de Recherche en Biologie Végétale, Département de Sciences Biologiques, Université de Montréal, Québec, H1X 2B2 Canada. david.morse@umontreal.ca

CBE Life Sciences Education
|June 4, 2008
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Perioperative Gabapentin and Opioid Requirements: A Randomized Controlled Trial.

Urogynecology (Philadelphia, Pa.)·2026
Same author

Daily changes in the phosphoproteome of the dinoflagellate Lingulodinium polyedra.

Protist·2026
Same author

Differential gene expression analysis identifies a group of defensin-like peptides from Solanum chacoense ovules with in vitro pollen tube attraction activity.

Plant molecular biology·2025
Same author

Effect of mechanical fatigue on commercial bioprosthetic TAVR valve mechanical and microstructural properties.

Journal of the mechanical behavior of biomedical materials·2024
Same author

Ribosome profiling in the Symbiodiniacean dinoflagellate Fugacium kawagutii shows coordinated protein synthesis of enzymes in different pathways at different times of day.

Molecular microbiology·2023
Same author

Insights into daily metabolic changes of the dinoflagellate <i>Lingulodinium</i> from ribosome profiling.

Cell cycle (Georgetown, Tex.)·2023
Same journal

Assigning Competence Across STEM: Surfacing and Spotlighting Student Contributions through the Competence Amplification Framework.

CBE life sciences education·2026
Same journal

A Non-Volunteer CURE in Introductory Biology Does Not Increase Student Retention at a Regional Comprehensive University.

CBE life sciences education·2026
Same journal

"It's because of me - I made myself get here": First-Generation College Students in STEM Motivations for, and Experiences with, Academic Advising.

CBE life sciences education·2026
Same journal

Career Pathways and Skill Preparedness among Biology PhDs: A Social Cognitive Career Theory Perspective.

CBE life sciences education·2026
Same journal

Fueling Ambition: Graduate Degree Aspirations Among Women of Color in STEM.

CBE life sciences education·2026
Same journal

Social Justice, Science Agency, and Collaborations: Using Participatory Science to Enhance Learning Outcomes in Postsecondary STEM Courses.

CBE life sciences education·2026
See all related articles

Introducing concept mapping learning strategies in undergraduate cell biology courses showed that peer feedback significantly improved student problem-solving skills and reduced failure rates, unlike concept maps alone.

Area of Science:

  • Biology Education
  • Undergraduate Science Pedagogy

Background:

  • Effective learning strategies are crucial for success in complex science courses.
  • Cell biology courses often present challenging conceptual material to first-year undergraduates.

Purpose of the Study:

  • To investigate the impact of learning strategies, specifically concept mapping with and without peer feedback, on student performance in undergraduate cell biology.
  • To determine if awareness and use of concept mapping influence measurable student outcomes.

Main Methods:

  • A quasi-experimental design was employed across three semesters in a large, first-year undergraduate cell biology course.
  • Students were divided into three groups: control (no concept maps), individual concept mapping, and individual mapping with team-based validation and peer feedback.

Related Experiment Videos

  • Student performance was assessed via final exams, anonymous perception polls, failure rates, and long-term information retention.

    • Main Results:

    • Concept mapping without peer feedback demonstrated no significant impact on student performance.
    • Concept mapping incorporating peer feedback led to a measurable increase in problem-solving abilities.
    • The group utilizing concept maps with feedback exhibited a notable decrease in course failure rates.

    Conclusions:

    • Concept mapping as a learning strategy requires a feedback mechanism, such as peer validation, to yield significant educational benefits.
    • Integrating collaborative feedback into concept mapping activities enhances student problem-solving skills and academic success in cell biology.
    • Peer-assisted learning through concept map validation offers a practical approach to improving outcomes in introductory science courses.