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A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to

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Transitioning biology instructors to learner-centered teaching requires patience and persistence. This case study reveals the unpredictable change process, emphasizing a shift from expert to facilitator roles for instructors and increased student responsibility.

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Area of Science:

  • Biology Education
  • Higher Education Pedagogy

Background:

  • Many biology instructors hesitate to adopt evidence-based, learner-centered teaching methods.
  • Understanding the transition from teacher-centered to learner-centered instruction is critical for effective pedagogy.

Purpose of the Study:

  • To explore the change process of two university instructors redesigning a biology course.
  • To understand the motivation, decision-making, and reflective processes involved in adopting learner-centered teaching.

Main Methods:

  • A case study approach was used to examine two instructors over two course offerings.
  • The innovation-decision model for change guided the exploration of the instructors' experiences.

Main Results:

  • The transition to learner-centered teaching is unpredictable, demanding patience and persistence.
  • Instructors must adopt a facilitator role, cover fewer topics in depth, and empower students.
  • Students need to adjust to taking responsibility, collaborative work, and reduced anonymity.

Conclusions:

  • The adoption of learner-centered teaching presents challenges for both instructors and students.
  • Implications are provided for instructors seeking to change their teaching and administrators supporting this pedagogical shift.