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Teacher Knowledge for Active-Learning Instruction: Expert-Novice Comparison Reveals Differences.

A J Auerbach1, M Higgins1, P Brickman2

  • 1Department of Genetics, University of Georgia, Athens, GA 30602.

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|February 9, 2018
PubMed
Summary
This summary is machine-generated.

Expert active learning instructors notice key teaching elements like student accountability and thinking, unlike novices. Improving teacher knowledge is crucial for effective active learning in undergraduate science, technology, engineering, and mathematics (STEM) education.

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Area of Science:

  • STEM Education
  • Pedagogical Research

Background:

  • Active learning strategies can enhance undergraduate STEM education but yield variable results.
  • Discrepancies in active learning implementation are often linked to instructors' pedagogical knowledge.

Purpose of the Study:

  • To identify essential teacher knowledge for effective active learning in large undergraduate STEM courses.
  • To compare the pedagogical knowledge of expert and novice active learning instructors.

Main Methods:

  • Developed a lesson-analysis instrument based on teacher noticing theory.
  • Compared lesson analyses of expert (n=14) and novice (n=29) instructors in undergraduate STEM courses.

Main Results:

  • Experts more frequently considered student accountability, topic-specific difficulties, instructor response to student thinking, and opportunities for student idea generation.
  • Expert instructors provided stronger reasoning to support their lesson analyses compared to novices.

Conclusions:

  • Effective active learning implementation in undergraduate STEM relies on specific pedagogical knowledge, particularly concerning student engagement and understanding.
  • Developing targeted preparation and support for instructors can enhance their knowledge, leading to improved active learning practices and better student outcomes.