Teachers as Learners in a Cooperative Learning Biochemistry Class

Autor/inn/en	Osgood, Marcy P.; Mitchell, Steve M.; Anderson, William L.
Titel	Teachers as Learners in a Cooperative Learning Biochemistry Class
Quelle	In: Biochemistry and Molecular Biology Education, 33 (2005) 6, S.394-398 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.2005.49403306394
Schlagwörter	Majors (Students); Educational Change; Course Organization; Team Teaching; Problem Based Learning; Cooperative Learning; Biochemistry; College Students; Educational Theories; Student Participation; Teaching Assistants; Introductory Courses; Teaching Methods; Scientific Concepts; Teacher Effectiveness; College Faculty; New Mexico + Suchen Sie Ihr Suchwort? Bildungsreform; Course organisation; Kurskonzept; Teamteaching; Problem-based learning; Problemorientiertes Lernen; Kooperatives Lernen; Biochemie; Collegestudent; Educational theory; Theory of education; Bildungstheorie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Fakultät
Abstract	Upper level college students majoring in biochemistry at the University of New Mexico have the opportunity to participate in an advanced biochemistry course entitled "Biochemistry Education." This course introduces theories of teaching and learning, provides opportunities for participation in course organization, design, and assessment strategies, and requires practice in lecturing, exam writing, and grading. One component of this course required the biochemistry majors to act as educational assistants, leading problem-based learning sessions in a cooperative learning introductory survey biochemistry course for nonmajors. Problem-based learning scenarios used in this course were based on real-life biochemistry problems. As a result of their participation, the educational assistants increased their understanding of the biochemistry principles, gained an appreciation for the difficulty of the job of a "good teacher," developed new approaches to their own learning, and became more confident speakers. The participating biochemistry faculty were also positively affected by the collaborative approach they were attempting to model for the two sets of students and realized the benefits of truly cooperative team teaching. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10