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Research in Science Education - Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University.... 相似文献
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Bernard Donovan 《Learned Publishing》1998,11(2):91-107
Electronic publishing techniques are introducing inevitable changes in scholarly publishing as a whole and in the academic journal publishing business in particular. What will be the effect of the changes on the function and role of learned societies? 相似文献
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Karinda R. Barrett Beverly L. Bower Nancy C. Donovan 《The American journal of distance education》2013,27(1):37-49
This study examined the teaching styles of online instructors at Florida's 28 community colleges in an effort to determine if the instructors had adopted the learner–centered model touted in the literature. The Principles of Adult Learning Scale was the primary instrument used to collect data from 292 online instructors. The study revealed that nearly half of the participants (n?=?135) scored in the middle range, with 84% (n?=?244) of the participants’ scores falling into the teacher-centered range. Although online distance education does have the potential to transition education from a teacher-centered orientation to a more student-centered orientation, continued efforts are needed to accomplish this shift. 相似文献
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Georgianne L. Connell Deborah A. Donovan Timothy G. Chambers 《CBE life sciences education》2016,15(1)
Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. 相似文献
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