Incorporating higher order thinking and deep learning in a large, lecture-based human physiology course: can we do...

Area of Science:

• Physiology Education
• Cognitive Science in Learning

Background:

• Traditional large lecture classes with didactic methods and multiple-choice tests often foster lower-order (LO) thinking and a surface approach (SA) to learning.
• Implementing instructional scaffolding and long-answer assessments in large physiology courses can potentially shift learning towards higher-order (HO) thinking and a deep approach (DA).

Purpose of the Study:

• To investigate if instructional scaffolding and long-answer assessments in large physiology courses can promote HO thinking and DA, despite class size.
• To evaluate the impact of this teaching and assessment strategy on both HO and LO performance and student learning approaches.

Main Methods:

• A case study design was employed across a two-course physiology sequence (Phys I and II) with large class sizes.
• Instructional scaffolding of core principles and exclusive use of long-answer written tests were implemented.
• Student performance on LO and HO questions (categorized using the Blooming Biology Tool) and their learning approaches (using the Revised Two-Factor Study Process Questionnaire) were assessed.

Main Results:

• HO performance was maintained in Phys I and significantly improved in Phys II.
• LO performance unexpectedly declined in both courses.
• Student learning approaches did not change, but a preference for DA over SA was consistently observed.

Conclusions:

• An intentionally designed large lecture class with scaffolding and long-answer assessments can support a deep approach to learning.
• This teaching and assessment structure appears effective in promoting higher-order thinking, potentially at the expense of lower-order thinking skills.