2016 Conference Archive (Archived)
Session Format
Presentation Session (20 minutes)
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Location
Room 1909
Abstract for the conference program
Most undergraduate students take a science course during their first two years. One of the challenges of teaching an introductory science course is the reality that many undergraduate students are not prepared to be self-directed learners. Many students expect to earn a grade of A or B just like in high school. However, the failing results of the first exam can be a shocker to the students. Not only do the students not know the science content they studied, they had difficulties retaining and recalling the information.
This presentation discusses and describes the use of concept or visual mapping as a strategy in improving students’ achievement in a STEM related classroom, such as biology, which includes sharing of similar experiences from the audience. It will benefit those working with college as well as K-12 students who are interested in designing and engaging STEM related experiences for their students.
Proposal Track
Research Project
Start Date
3-4-2016 11:30 AM
End Date
3-4-2016 11:50 AM
Recommended Citation
Duckett, Erin and Baylen, Danilo M, "Aligning Mapping Tools to Support Successful Learning in an Introductory Biology Course" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 12.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/12
Archived Content
This record and associated content is retained solely for reference, research, or recordkeeping as part of an archived collection. This content is not actively developed, disseminated, or promoted as part of any ongoing University program, service, or activity. Learn more about archived collections (opens in new tab).
To request an accessible version of any item in this archived collection, complete this form (opens in new tab) or email [email protected].
Aligning Mapping Tools to Support Successful Learning in an Introductory Biology Course
Room 1909
Most undergraduate students take a science course during their first two years. One of the challenges of teaching an introductory science course is the reality that many undergraduate students are not prepared to be self-directed learners. Many students expect to earn a grade of A or B just like in high school. However, the failing results of the first exam can be a shocker to the students. Not only do the students not know the science content they studied, they had difficulties retaining and recalling the information.
This presentation discusses and describes the use of concept or visual mapping as a strategy in improving students’ achievement in a STEM related classroom, such as biology, which includes sharing of similar experiences from the audience. It will benefit those working with college as well as K-12 students who are interested in designing and engaging STEM related experiences for their students.
