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EDUCATION CAN BE A RESEARCH SUBJECT TOO, THROUGH SCIENTIFIC TEACHING.

Year 2017, Volume: 3 Issue: 2, 129 - 139, 29.12.2017
https://doi.org/10.23884/mejs.2017.3.2.07

Abstract

In the last few decades, many
important discoveries have been made in the field of education research. Few
have been more influential than Dr. Donald Bligh’s discovery that lectures are an
inefficient method for student retention of new information. In the years
following Dr. Bligh’s discovery, science education in the US has witnessed a
significant change in focus away from lecture-styled approaches that emphasize
memorization towards interactive approaches focusing more on the training of
skill competence. A range of research has employed the principles of scientific
teaching with great success to investigate a wide array of different learning
methods, resulting in the development of powerful education platforms such as
active learning and authentic research experiences (AREs). This article reviews
some of the education literature behind scientific teaching, active learning,
and AREs, ending with a short commentary about the immense potential for the
application of these systems in higher education in the Middle East, both as a
process of improving educational outcome as well as enhancing the efficacy of
pedagogy as a research subject.

References

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Year 2017, Volume: 3 Issue: 2, 129 - 139, 29.12.2017
https://doi.org/10.23884/mejs.2017.3.2.07

Abstract

References

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  • [7] Niemi, Hannele. "Active learning—a cultural change needed in teacher education and schools." Teaching and teacher education18, no. 7 (2002): 763-780.
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  • [23] Hoffman, Christina, and Susan Goodwin. "A clicker for your thoughts: Technology for active learning." New Library World 107, no. 9/10 (2006): 422-433.
  • [24] Gauci, Sally A., Arianne M. Dantas, David A. Williams, and Robert E. Kemm. "Promoting student-centered active learning in lectures with a personal response system." Advances in Physiology Education 33, no. 1 (2009): 60-71.
  • [25] Pierce, Richard, and Jeremy Fox. "Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module." American journal of pharmaceutical education 76, no. 10 (2012): 196.
  • [26] Osborne, Jonathan. "Arguing to learn in science: The role of collaborative, critical discourse." Science 328, no. 5977 (2010): 463-466.
  • [27] Millis, Barbara J. "Why faculty should adopt cooperative learning approaches." Cooperative learning in higher education: Across the disciplines, across the academy 10 (2010).
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  • [29] Quitadamo, Ian J., Celia L. Faiola, James E. Johnson, and Martha J. Kurtz. "Community-based inquiry improves critical thinking in general education biology." CBE-Life Sciences Education 7, no. 3 (2008): 327-337.
  • [30] Reynolds, Rebecca, and Idit Harel Caperton. "Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning." Educational Technology Research and Development 59, no. 2 (2011): 267-289.
  • [31] Hoskins, Sally G., David Lopatto, and Leslie M. Stevens. "The CREATE approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs." CBE-Life Sciences Education 10, no. 4 (2011): 368-378.
  • [32] Kozeracki, Carol A., Michael F. Carey, John Colicelli, and Marc Levis-Fitzgerald. "An intensive primary-literature–based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs." CBE-Life Sciences Education 5, no. 4 (2006): 340-347.
  • [33] Labov, Jay B., Ann H. Reid, and Keith R. Yamamoto. "Integrated biology and undergraduate science education: a new biology education for the twenty-first century?." CBE-Life Sciences Education 9, no. 1 (2010): 10-16.
  • [34] Udovic, Daniel, Deborah Morris, Alan Dickman, John Postlethwait, and Peter Wetherwax. "Workshop biology: demonstrating the effectiveness of active learning in an introductory biology course." AIBS Bulletin 52, no. 3 (2002): 272-281.
  • [35] Freeman, Scott, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. "Active learning increases student performance in science, engineering, and mathematics." Proceedings of the National Academy of Sciences 111, no. 23 (2014): 8410-8415.
  • [36] Petress, Ken. "What is meant by" Active Learning?"." Education128, no. 4 (2008): 566-570.
  • [37] Machemer, Patricia L., and Pat Crawford. "Student perceptions of active learning in a large cross-disciplinary classroom." Active Learning in Higher Education 8, no. 1 (2007): 9-30.
  • [38] Ebert-May, Diane, Carol Brewer, and Sylvester Allred. "Innovation in large lectures: Teaching for active learning." Bioscience 47, no. 9 (1997): 601-607.
  • [39] Taraban, Roman, Cathy Box, Russell Myers, Robin Pollard, and Craig W. Bowen. "Effects of active‐learning experiences on achievement, attitudes, and behaviors in high school biology." Journal of research in science teaching 44, no. 7 (2007): 960-979.
  • [40] Bot, Ludovic, Pol-Bernard Gossiaux, Carl-Philippe Rauch, and Safouana Tabiou. "‘Learning by doing’: a teaching method for active learning in scientific graduate education." European journal of engineering education 30, no. 1 (2005): 105-119.
  • [41] Haak, David C., Janneke HilleRisLambers, Emile Pitre, and Scott Freeman. "Increased structure and active learning reduce the achievement gap in introductory biology." Science 332, no. 6034 (2011): 1213-1216.
  • [42] Yoder, Janice D., and Catherine M. Hochevar. "Encouraging active learning can improve students' performance on examinations." Teaching of Psychology 32, no. 2 (2005): 91-95.
  • [43] Braxton, John M., Willis A. Jones, Amy S. Hirschy, and Harold V. Hartley III. "The role of active learning in college student persistence." New Directions for Teaching and Learning 2008, no. 115 (2008): 71-83.
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  • [45] Smith, Michelle K., William B. Wood, Wendy K. Adams, Carl Wieman, Jennifer K. Knight, Nancy Guild, and Tin Tin Su. "Why peer discussion improves student performance on in-class concept questions." Science 323, no. 5910 (2009): 122-124.
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Details

Primary Language English
Journal Section Review
Authors

Justin Fendos

Publication Date December 29, 2017
Submission Date October 12, 2017
Acceptance Date November 16, 2017
Published in Issue Year 2017 Volume: 3 Issue: 2

Cite

IEEE J. Fendos, “ THROUGH SCIENTIFIC TEACHING”., MEJS, vol. 3, no. 2, pp. 129–139, 2017, doi: 10.23884/mejs.2017.3.2.07.

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