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• W193642051 abstract "Introduction Considerable research suggests that often the inattentive are simply attending to different aspects of a subject from the ones we had in mind. True attention--i.e., engagement--requires variability. Just as the eye will not naturally remain focused on one spot in a painting, the mind ranges over the objects of thought. Thus, in striving to increase variability in presenting material, faculty can increase the changes of engagement and deeper learning. (Rehm, 2003, p. 3) In any teacher preparation program, there needs to be collaboration between faculty in both the education department and the disciplines. This paper is the product of a collaboration between an education professor involved in science teacher preparation with an interest in instructional improvement and a biology professor whose specialty is genetics and who has an interest in how students best learn science, particularly abstract concepts. The course discussion in this paper comes from Alix Darden, the biology professor, as she describes the framework of a genetics course taught at the graduate level as a content course for education majors and at the undergraduate level as a Biology majors' course taken by education majors as well. Also described are the expectations she has of herself as a learning facilitator and of the expectations she has for her students as learners. Both professors collected and analyzed data on the class and laboratory learning experiences from one semester each of an undergraduate and graduate genetics course. Kathy Jones, the education professor, reviewed the data from the prospective of a science teacher educator who wanted to know what types of learning experiences in science content courses produce the most learning. As Brabeck and Shirley explained, When collaboration between arts and science and education faculty members does occur, content and pedagogy inform each other in generative ways. (2003, p. 371) This article concludes with a discussion about what we have learned from this project. The framework for the collaborative process we utilized followed that recommended by Catherine Wehlbury in Classroom Assessment Techniques (2002): * The types of activities that were targeted for data collection were learner-centered activities. * The focus of the research is teacher-centered and the nature of the research is to help the genetics professor teach more effectively. * The collection and analysis of student perceptions is mutually beneficial for both the instructor and the student. This project benefits the instructor in that as she strives to enhance her instructional methods, the student input helps her direct her efforts. The benefit for the students is the improved methods derived from their input. * It is formative in nature. The assessment process helps the instructor improve student learning through improved pedagogy. * It is context specific. The assessments given to the class were adjusted so that it would be easy to identify those techniques that were of most benefit for the students. *The process is ongoing. The information collected for this paper was for two courses. Over time, a larger sampling of data and data through time are anticipated. Also, because of the student feedback, modifications in presentations will be made with each successive course, * It is rooted in good teaching practices. The impetus for teaching this course differently (from traditional lecture/lab genetics courses) is that most of the participants in the graduate course and many of the undergraduate students will one day become teachers. It is important that they learn to be good teachers through the modeling of good pedagogy. Impetus for change In their recent article, Transformation Teaching: A Physics Professor's Thoughts, Van Sickle and Kubinec's paper (2003) validate our thoughts about the need for the transformation of teaching in our college level classes. …" @default.
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• W193642051 date "2003-09-22" @default.
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• W193642051 title "Student Learning Outcomes in a Learner-Centered Genetics Classroom" @default.
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