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Using active learning to promote higher order cognitive strategies among biology undergraduates
Author
Lee, Sing-Kong
Supervisor
Chen, Ai Yen
Abstract
The learning of biology requires both knowledge acquisition and knowledge integration. While existing teaching methods can encourage knowledge acquisition on the part of the students, they are found to be not effective in encouraging higher order cognitive strategies and in enabling students to integrate the knowledge such that they can apply it in a new situation. This was clearly shown by the performance of the the first year students in the class of 1992, who were taught by the traditional lecture and practical modes. The incorporation of active learning strategies in the biology courses for first year and third year undergraduates in 1993, showed that biology undergraduates can be encouraged to integrate the knowledge more effectively and adopt higher order cognitive strategies. Higher order questions posed to first year students during the lectures encouraged them to reflect deeply on the topic hence enabling them to integrate the knowledge more effectively. They were able to better answer the "why" and "how" types of questions during the lectures and in their practical reports as compared to the class in the previous year, who were taught by the traditional lecture mode. Similarly, active learning strategies incorporated into a laboratory practical for the third year students encouraged them not only to acquire and integrate the knowledge effectively, but also to gain greater confidence in handling other tasks independently. Students' performance in their practical reports and students' survey response confirmed that active learning strategies can be incorporated as early as in the first year courses. They were positive towards adopting active learning strategies.
Date Issued
1994
Call Number
QH315 Lee
Date Submitted
1994