Comparison of Student Performance in Cooperative Learning and Traditional Lecture-Based Biochemistry Classes

Autor/inn/en	Anderson, William L.; Mitchell, Steven M.; Osgood, Marcy P.
Titel	Comparison of Student Performance in Cooperative Learning and Traditional Lecture-Based Biochemistry Classes
Quelle	In: Biochemistry and Molecular Biology Education, 33 (2005) 6, S.387-393 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.2005.49403306387
Schlagwörter	Instructional Effectiveness; Teaching Methods; Student Attitudes; Learning Experience; Biochemistry; Testing; Standardized Tests; Problem Solving; Problem Based Learning; Medical Schools; Lecture Method; Comparative Analysis; Cooperative Learning; Introductory Courses + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Lernerfahrung; Biochemie; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Problemlösen; Problem-based learning; Problemorientiertes Lernen; Medizinische Ausbildung; Kooperatives Lernen; Einführungskurs
Abstract	Student performance in two different introductory biochemistry curricula are compared based on standardized testing of student content knowledge, problem-solving skills, and student opinions about the courses. One curriculum was used in four traditional, lecture-based classes (n = 381 students), whereas the second curriculum was used in two cooperative learning classes (n = 39 students). Students in the cooperative learning classes not only performed at a level above their peers in standardized testing of content knowledge and in critical thinking and problem-solving tasks (p less than 0.05), but they also were more positive about their learning experience. The testing data are in contrast to much of the medical school literature on the performance of students in problem-based learning (PBL) curricula, which shows little effect of the curricular format on student exam scores. The reason for the improvement is undoubtedly multifactorial. We argue that the enhancement of student performance in this study is related to: 1) the use of peer educational assistants, 2) an authentic PBL format, and 3) the application of a multicontextual learning environment in the curricular design. Though educationally successful, the cooperative learning classes as described in this study were too resource intensive to continue; however, we are exploring incorporation of some of the "high context" aspects of the small-group interactions into our current lecture-based course with the addition of on-line PBL cases. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10