Journal of Science Education and Technology

, Volume 26, Issue 4, pp 383–393 | Cite as

Problem-Centered Supplemental Instruction in Biology: Influence on Content Recall, Content Understanding, and Problem Solving Ability

Article

Abstract

To address the need for effective, efficient ways to apply active learning in undergraduate biology courses, in this paper, we propose a problem-centered approach that utilizes supplemental web-based instructional materials based on principles of active learning. We compared two supplementary web-based modules using active learning strategies: the first used Merrill’s First Principles of Instruction as a framework for organizing multiple active learning strategies; the second used a traditional web-based approach. Results indicated that (a) the First Principles group gained significantly from pretest to posttest at the Remember level (t(40) = −1.432, p = 0.08, ES = 0.4) and at the Problem Solving level (U = 142.5, N1 = 21, N2 = 21, p = .02, ES = 0.7) and (b) the Traditional group gained significantly from pretest to posttest at the Remember level (t(36) = 1.762, p = 0.043, ES = 0.6). Those in the First Principles group were significantly more likely than the traditional group to be confident in their ability to solve problems in the future (χ2 (2, N = 40) = 3.585, p = 0.09).

Keywords

Biology Evolution Teaching Instructional design First principles of instruction Introductory biology course Multimedia Active learning Problem solving Recall Understanding 

Supplementary material

10956_2017_9686_MOESM1_ESM.docx (17 kb)
ESM 1(DOCX 16 kb).

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Copyright information

© Springer Science+Business Media New York 2017

Authors and Affiliations

  1. 1.Franklin UniversityColumbusUSA
  2. 2.Utah State UniversityLoganUSA

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