Teaching More by Lecturing Less

摘要: We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course developmental biology could be increased by partially changing more interactive classroom format. In two successive semesters, we presented the same syllabus using different teaching styles: fall 2003, traditional format; and spring 2004, decreased lecturing addition of participation cooperative problem solving during class time, including frequent in-class assessment understanding. used performance on pretests posttests, homework problems estimate compare between semesters. Our results indicated significantly higher better conceptual understanding course. To assess reproducibility these effects, repeated 2005 with similar results. findings parallel teaching-style comparisons made other disciplines. On basis this evidence, propose general model for large courses that incorporates engagement work place some lecturing, while retaining content demanding greater responsibility outside class.