Adopting Reform-based Pedagogy in Post-secondary Microbiology Education

dc.contributor.advisor Barlow, Angela
dc.contributor.advisor Gardner, Grant Bonner, Jeffery Wayne
dc.contributor.committeemember Howard, Robert
dc.contributor.committeemember Rowell, Ginger
dc.contributor.committeemember Goodin, Terry
dc.contributor.department Basic & Applied Sciences en_US 2016-12-21T20:24:45Z 2016-12-21T20:24:45Z 2016-11-11
dc.description.abstract Current emphasis on improving student learning and retention in post-secondary science education can potentially motivate veteran faculty to reconsider what is often a traditional, instructor-centered instructional model. Alternative models that foster a student-centered classroom environment are more aligned with research on how students learn. These models often incorporate active-learning opportunities that engage students in ways that passively taking notes in an instructor-centered classroom cannot. Although evidence is mounting that active-learning is an effective strategy for improving student learning and attitude, university professors, without formal pedagogical knowledge and training, can face uncertainty about where to start and how to implement these strategies.
dc.description.abstract The research presented here was conducted in two parts under the same context during one semester of a post-secondary microbiology course. First, a quantitative study was conducted to compare collaborative and individual completion of a reform-based instructional strategy that utilized a student-centered, active-learning component. Students were evaluated on learning, critical thinking, and epistemological beliefs about biology. Results indicated no significant differences between treatment groups. Interestingly, the impact of active-learning implementations had positive effects on students’ epistemological beliefs. This was a finding contradicting previous research in which epistemological beliefs became more novice-like in science majors enrolled in courses without an active-learning component.
dc.description.abstract Study two represents one case in which a professor with a traditional instructional model became motivated to pursue instructional change in his introductory microbiology course. A single-case qualitative study was conducted to document the professor’s initial effort at instructional reform. Results indicated that his utilization and understanding of reform-based instructional strategies improved over the course of one semester. Furthermore, this sustained effort of reform resulted in positive opinions developed by the professor regarding the use of reform-based instructional strategies in the future. Ph.D.
dc.publisher Middle Tennessee State University
dc.subject Active Learning
dc.subject Biology
dc.subject Case Study
dc.subject Critical Thinking
dc.subject Microbiology
dc.subject Student-centered
dc.subject.umi Science education
dc.subject.umi Biology
dc.thesis.degreegrantor Middle Tennessee State University
dc.thesis.degreelevel Doctoral
dc.title Adopting Reform-based Pedagogy in Post-secondary Microbiology Education
dc.type Dissertation
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