Research Problem • A major recommendation from national studies (i.e.,

Vision and Change, AAAS/NSF; ASM Undergraduate Curriculum Guidelines) on higher education in science is to teach core concepts and to employ active learning.

• There are a wide variety of active learning methods.

• Instructors have little evidence to guide them on which method to select for specific concepts.

Todd Primm

Research Question• Research Question:

• Do different active learning methods have different efficacies with specific concepts for promoting student learning?

• If so, are students more favorable towards the method that is more effective?

• Research Context: • BIOL 3470, general microbiology course of 40 students required for all

Biology majors. SHSU is a regional public comprehensive university.

• My question is interesting because:• The current body of literature strongly supports efficacy of active

learning in general; this study extends that by comparison of different methods.

Research MethodologyCONCEPT CATEGORY ASM CURR METHODS to TEST COURSE

TIMINGCell wall type structures I - structure CSF concept map vs drawing First quarter

DNA replication IIA – sequential process IFG strip sequence vs TPS Second quarter

Regulation of transcription IIA IFG strip sequence vs concept map Second quarter

HTG mechanisms IIB – discontinuous process

EVO TPS vs concept map Third quarter

Glycolysis IIA MP strip sequence vs animation quiz Second quarter

Drug resis mechanisms IIB EVO concept map vs animation quiz Third quarter

Germ theory/Koch’s postulates III – abstract concept MS TPS vs drawing First quarter

ASM Curriculum Guidelines enduring concepts: CSF – cell structure & function, IFG – information flow & genetics, EVO – evolution, MP – metabolic pathways, MS – microbial systems Active learning method hypothesized to best fit concept in red

Alignment of Research Question and Methodology

Summative embedded exam questions, isomorphic w/ diagnostic ? if possible

attitude surveys to measure student preferences

Formativerubric-guided activity grading on 10 pt scale, 7% of course grade

Diagnostic 3 multiple choice questions based in a scenario for each concept,

one w/ a 2nd tier short explanation

Compare learning gains, Mann-Whitney