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Improving Instructional Fitness Requires Change
Jose Herrera1, Renée E Haskew-Layton1, Madhavan Narayanan1
1Department of Natural Sciences, Mercy College, Dobbs Ferry, New York.
Bioscience
|December 4, 2020
Summary
Colleges need updated teaching methods. This study proposes an evolutionary framework to boost educational effectiveness and innovation in higher education, especially in biology.
Area of Science:
- Educational Innovation
- Higher Education Pedagogy
- Biology Education Reform
Background:
- Information transmission has rapidly evolved, but university teaching methods lag behind.
- Higher education systems, particularly in biology, require innovative instructional approaches.
- Current educational paradigms struggle to adapt to the dynamic learning landscape.
Purpose of the Study:
- To introduce a novel framework for fostering innovation and improvement in higher education.
- To specifically address the need for enhanced methods in biology education.
- To propose a conceptual model that visualizes and navigates the complexities of educational change.
Main Methods:
- Conceptualizing education as an evolutionary landscape, replacing 'fitness' with 'educational effectiveness'.
- Utilizing this model to visualize the multidimensional nature of education and learning.
- Encouraging collaborative and experimental approaches to educational methodology.
Main Results:
- The proposed framework facilitates understanding of the complex and dynamic educational environment.
- It stimulates experimental thinking for developing new teaching techniques and approaches.
- The model aids in navigating 'valleys of death' during the implementation of new educational strategies.
Conclusions:
- Adopting an evolutionary landscape model can drive significant improvements in educational effectiveness.
- This framework supports the development and persistence of innovative teaching methodologies in higher education.
- It offers a structured approach to enhance both general higher education and specific fields like biology education.
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