Abstract Detail

Teaching Section

Brown, Beverly [1].

Student learning,student satisfaction: a potential paradox.

Using a student-centered approach to teach botany, or any subject, for that matter, can be an interesting journey especially if students are more accustomed to lecture and aren’t strongly interested in the subject. I used multiple approaches including pre-class online quizzes, student-initiated research, small group work, class discussion and other techniques to actively engage students in an introductory botany class for biology and environmental science majors. To assess student learning I used several tools to determine student interest in the subject and compared that to their mastery of student learning outcomes using content analysis. While students indicated positive interest during the semester, their end-of-semester comments were not as positive. However, the content analysis of multiple assignments indicates that they did master substantial amounts of scientific information including the realities of the process of science and the importance of plants. Thus, student satisfaction may not be positively correlated with student learning. This finding indicates that instructors may need to recognize and address this paradox in their classes.

Broader Impacts:

1 - Nazareth College of Rochester, Biology, 4245 East Avenue, Rochester, NY, 14618, USA

Keywords:
teaching
student learning
assessment.

Presentation Type: Oral Paper:Papers for Sections
Session: 44
Location: 554B/Convention Center
Date: Tuesday, August 3rd, 2010
Time: 3:15 PM
Number: 44007
Abstract ID:692