Table 2 Alignment across different elements of the two courses
From: The role of pedagogical tools in active learning: a case for sense-making
Biology | Engineering | |||||
|---|---|---|---|---|---|---|
Frequency | Size | Purpose | Frequency | Size | Purpose | |
Lecture | Twice a week, 50 min | 165 students | Content is introduced, and students engage in ARS questions and discussions. | Twice a week, 50 min | 300 students | Content is introduced, and example problems are solved. |
ARS questions | Three times a week | 165 students | “Check in” with students to see if they are correctly interpreting content or ask students to report their understanding of worksheet questions just completed. | Once a week, 50 min | Approx. 150 students/section | Strengthen conceptual understanding by building on topics from lecture through ARS questions about new situations. |
GIW questions | Once a week, 50 min | 165 students | Guide students through biological models, enabling them to engage with the content using disciplinary thinking. | Once a week, 50 min | Approx. 30 students/section | Scaffolded GIW questions reinforce problem solving skills/processes instituted in lecture. |