Problem-Solving Modules in Large Introductory Biology Lectures

Abstract

critical goal of introductory science courses is to develop students’ understanding of key concepts and principles. Typically, introductory biology courses include two major parts—lecture and laboratory. In lab, students have opportunities to engage firsthand in scientific inquiry. However, students are exposed to the bulk of the subject matter in the lecture setting. Problems with the lecture format are well known. Instructors tend to present large amounts of information, and students tend to transcribe, but not process, what the teachers tell them. In large classes, students are inhibited from asking questions, and it is difficult for the instructor to be attuned to what students actually learn. Even when lectures are well organized, students tend not to be engaged with the subject matter in ways that lead to understanding (McKeachie et al., 1986; Cooper & Robinson, 2000; Gardiner, 1994; Vernier & Dickson, 1967).