The impact of active learning strategies on class average and grade point average (GPA) in bioscience students
| dc.contributor.author | Narnaware, Yuwaraj | |
| dc.date.accessioned | 2022-07-07 | |
| dc.date.accessioned | 2022-10-12T21:20:27Z | |
| dc.date.available | 2022-10-12T21:20:27Z | |
| dc.date.issued | 2022 | |
| dc.description | Presented on February 24, 2022 [Keynote address] at Recent Advances in Environmental Toxicology and Wildlife Conservation at International Short-Term Program held at Raj Rishi Government College in Alwar, Rajasthan, India. | |
| dc.description.abstract | Biosciences (Anatomy, Physiology, Microbiology & Immunology) and life sciences (Botany, Zoology & Biochemistry) are considered a cornerstone of any health-and life sciences-related professions. However, these subjects serve as a pre-requisite for future health care and life sciences courses. A strong knowledge base of these subjects is crucial for health care and life sciences students to become successful practitioners after graduation. Traditionally, these courses are taught in a didactic, content-driven way. The author’s research and scholarship program focus on ways to change this way of thinking and move teaching in these courses toward a concept-based and student-centered approach that fosters student engagement and knowledge retention and improves their academic performance. Moreover, teaching and learning of the biosciences and life sciences worldwide are impacted by reduced face-to-face instructional hours, increased student enrollment, student demographics, fewer dedicated faculty members, minimal or no use of human and animal dissection, and requirements to move classes and labs on-line due to pandemics such as COVID-19. In this interactive presentation, first, the author will discuss factors impacting the teaching and learning of biosciences and life sciences. Secondly, he will employ and evaluate the impact of various teaching strategies that are designed to enhance engagement and knowledge retention in order to equip students with the skills they need to successfully apply their biosciences and life sciences knowledge in their professional practice. These initiatives include but are not limited to: the use of the most advanced and cutting-edge educational teaching technology, inclusion of anatomical images in their examinations, various on-line and in-class activities and content reinforcement (repeated knowledge testing) aimed to improve knowledge of their subjects, academic performance, reduce exam anxiety and stress, and reduce cognitive load while improving their interactive and communication skills, critical thinking and prepare them as active learners. | |
| dc.format.extent | 3.17MB | |
| dc.format.mimetype | ||
| dc.identifier.uri | https://hdl.handle.net/20.500.14078/2750 | |
| dc.language | English | |
| dc.language.iso | en | |
| dc.rights | All Rights Reserved | |
| dc.subject | knowledge retention | |
| dc.subject | students | |
| dc.title | The impact of active learning strategies on class average and grade point average (GPA) in bioscience students | en |
| dc.type | Presentation |
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