Context Determines Strategies for ‘Activating’ the Inclusive Classroom
A number of reports have called for the transformation of college science pedagogy. For instructors interested in transforming their own classrooms, the number of approaches, tools, and literature on pedagogical transformation can be overwhelming. The literature is rich with examples of the positive...
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| Format: | article |
| Language: | EN |
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American Society for Microbiology
2017
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| Online Access: | https://doaj.org/article/9765aade56714a42a9026996e50fda24 |
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| Summary: | A number of reports have called for the transformation of college science pedagogy. For instructors interested in transforming their own classrooms, the number of approaches, tools, and literature on pedagogical transformation can be overwhelming. The literature is rich with examples of the positive significant effects of active learning, but is lacking on frameworks that can help guide implementation. In this manuscript, I use Fink’s conceptual framework for “creating significant learning experiences” and a conceptual framework for inclusive teaching and learning to focus on how situation-specific drivers inform the choice of active learning strategies. I argue essentially that while, on average, active learning may promote greater academic outcomes, the context of the implementation matters. Using personal examples and evidence from the literature, I provide a Perspective here on why context considerations should be the main drivers of effective pedagogies. |
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