Dataset Information

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

ABSTRACT: There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved.

SUBMITTER: Eddy SL

PROVIDER: S-EPMC4477739 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

Eddy Sarah L SL Converse Mercedes M Wenderoth Mary Pat MP

CBE life sciences education 20150601 2

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clar ...[more]

PMID: 26033871

Similar Datasets

Project description:Based on Social Cognitive Career Theory principles, the present study sought to investigate whether stereotype threat experiences could act as a barrier and reduce the persistence of women in math-intensive activities. More specifically, we assessed whether the experimental activation of stereotypes about women's lower math capabilities affected the performance, persistence, and self-selected difficulty of engineering students in a math task which required sustained effort. We also evaluated the relationships between these effects and the participants' pre-testing gender-science stereotypes and math self-concept. A sample of 340 engineering students (175 and 165 self-identified as males and females, respectively) were recruited and randomly assigned to a control (Con) or stereotype threat (StA) condition to form four similarly sized groups. All participants rated their self-concept in four academic domains (math, chemistry, physics, and coding), completed the gender-science Implicit Association Test, and a "reading comprehension task" that served to promote the stereotype threat manipulation immediately before facing a modified version of the Math Effort Task (M-MET). We observed that, in the control condition, M-MET performance, self-selected difficulty, and persistence were similar in female and male participants, independent of their gender-science implicit stereotypes but correlated to their math self-concept scores. In contrast, the StA condition triggered opposite effects in female and male students, so they showed decreased/enhanced M-MET performance and self-selected difficulty, respectively. This experimental condition also resulted in enhanced persistence of the male students without affecting the number of trials completed by female students. These effects were correlated with the strength of the participants' gender-science implicit stereotypes but not with their math self-concept scores. In fact, as revealed by finer-grain analyses, stereotype threat only had a significant impact on individuals harboring stereotypical gender-science implicit associations. Therefore, it is concluded that: (1) stereotypes can promote differences between male and female engineering students in their performance, self-confidence, and persistence in math-related activities; (2) These effects seem to be more prominent in individuals implicitly perceiving science as a masculine domain. The relevance of these findings to explain women's enhanced abandonment rates of math-intensive studies is discussed.

Dataset Information

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

Publications

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets