Students Don't Learn the Way They Think They Do in a Large, Active-Learning Genetics Course.

Area of Science:

• Genetics Education
• Cognitive Psychology in Education

Background:

• Traditional lecture-based introductory genetics courses are being transformed to active learning models.
• Active learning engages students in problem-solving activities during class.

Purpose of the Study:

• To compare the effectiveness of three active learning pedagogies: inquiry-based prediction, tell-then-practice case studies, and worked examples.
• To assess student attitudes and learning gains associated with each pedagogical approach in an introductory genetics course.

Main Methods:

• A within-subjects design was employed to compare student attitudes and learning gains.
• Student performance and perceptions were evaluated using postsurveys and course pretests/posttests.

Main Results:

• Students perceived worked examples as more beneficial for exam performance and understanding (mastery) than other methods.
• Despite perceived helpfulness, students showed significantly greater learning gains from inquiry-based prediction activities.
• All activity types were perceived to require similar levels of student effort.

Conclusions:

• A misalignment exists between students' perceived helpfulness of instructional activities and their actual learning outcomes.
• Inquiry-based prediction may be a more effective pedagogical strategy for enhancing learning gains in introductory genetics.
• Further investigation into the strengths and weaknesses of different pedagogical approaches is warranted to optimize active learning strategies.