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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Autor principal:	Bryan M. Dewsbury
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2017
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/9765aade56714a42a9026996e50fda24
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spelling	oai:doaj.org-article:9765aade56714a42a9026996e50fda242021-11-15T15:04:06ZContext Determines Strategies for ‘Activating’ the Inclusive Classroom10.1128/jmbe.v18i3.13471935-78851935-7877https://doaj.org/article/9765aade56714a42a9026996e50fda242017-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v18i3.1347https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885A 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.Bryan M. DewsburyAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 18, Iss 3 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Bryan M. Dewsbury Context Determines Strategies for ‘Activating’ the Inclusive Classroom
description	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.
format	article
author	Bryan M. Dewsbury
author_facet	Bryan M. Dewsbury
author_sort	Bryan M. Dewsbury
title	Context Determines Strategies for ‘Activating’ the Inclusive Classroom
title_short	Context Determines Strategies for ‘Activating’ the Inclusive Classroom
title_full	Context Determines Strategies for ‘Activating’ the Inclusive Classroom
title_fullStr	Context Determines Strategies for ‘Activating’ the Inclusive Classroom
title_full_unstemmed	Context Determines Strategies for ‘Activating’ the Inclusive Classroom
title_sort	context determines strategies for ‘activating’ the inclusive classroom
publisher	American Society for Microbiology
publishDate	2017
url	https://doaj.org/article/9765aade56714a42a9026996e50fda24
work_keys_str_mv	AT bryanmdewsbury contextdeterminesstrategiesforactivatingtheinclusiveclassroom
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Context Determines Strategies for ‘Activating’ the Inclusive Classroom

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