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Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking
16 references·5 citing·40 second hop
Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking (2018)Pedagogical knowledge for active-learning…The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)The ICAP Framework: Linking C…Active learning increases student performance in science, engineering, and mathematics (2014)Active learning increases stu…A Framework for K-12 Science Education (2012)A Framework for K-12 Science …Improved Learning in a Large-Enrollment Physics Class (2011)Improved Learning in a Large-…Grounded Theory: A Practical Guide (2011)Grounded Theory: A Practical …Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities (2009)Active‐Constructive‐Interacti…Understanding the science experiences of successful women of color: Science identity as an analytic lens (2007)Understanding the science exp…Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Technological Pedagogical Con…Constructing grounded theory : a practical guide through qualitative analysis (2006)Constructing grounded theory …Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)Effects of Teachers’ Mathemat…Peer Instruction: Ten years of experience and results (2001)Peer Instruction: Ten years o…Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Effects of Small-Group Learni…On Two Metaphors for Learning and the Dangers of Choosing Just One (1998)On Two Metaphors for Learning…Situated Learning: Legitimate Peripheral Participation. (1994)Situated Learning: Legitimate…Situated Learning (1991)Situated LearningKnowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…General Systems Theory and Boundary Crossing: Exploring the Relationship Between Zoo Educators and Elementary Educators (2023)General Systems Theory and Bo…The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement (2022)The impact of e-learning, gen…Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research (2021)Reconsidering the Share of a …Investigating the active learning research landscape through a bibliometric analysis of an influential meta-analysis on active learning (2021)Investigating the active lear…Impacts of STEM Professional Development on Teachers' Knowledge, Self-Efficacy, and Practice (2019)Impacts of STEM Professional …Practical Meta-Analysis (2000)Does Active Learning Work? A Review of the Research (2004)Digest of Education Statistics (2014)Flipped classroom improves student learning in health professions education: a meta-analysis (2018)Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom (2019)Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math (2020)Motivational and self-regulated learning components of classroom academic performance. (1990)School Engagement: Potential of the Concept, State of the Evidence (2004)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Eight Ways to Promote Generative Learning (2015)Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students (2008)Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2009)The Work of Teaching and the Challenge for Teacher Education (2009)Situated Cognition and the Culture of Learning (1989)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Teacher Technology Change (2010)What is Technological Pedagogical Content Knowledge (TPACK)? (2013)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Stories of Experience and Narrative Inquiry (1990)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Force concept inventory (1992)Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups (1992)Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses (1998)Where's the evidence that active learning works? (2006)Conducting Educational Design Research (2018)Interpretative Phenomenological Analysis: Theory, Method and Research (2010)Using the framework method for the analysis of qualitative data in multi-disciplinary health research (2013)One size fits all? What counts as quality practice in (reflexive) thematic analysis? (2020)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What Video Games Have to Teach Us about Learning and Literacy (2004)Aligning assessment with long‐term learning (2006)Perspectives into learning at the workplace (2008)Studies of expansive learning: Foundations, findings and future challenges (2010)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)What video games have to teach us about learning and literacy (2003)Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education (2005)
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 2006Constructing grounded theory : a practical guide through qualitative analysis18,720 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
  • 2006Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge12,552 cited
  • 2014Active learning increases student performance in science, engineering, and mathematics9,767 cited
  • 1998On Two Metaphors for Learning and the Dangers of Choosing Just One3,824 cited
  • 2014The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes2,891 cited
  • 2005Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement2,810 cited
  • 2001Peer Instruction: Ten years of experience and results2,678 cited
  • 2007Understanding the science experiences of successful women of color: Science identity as an analytic lens2,426 cited
  • 1999Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis1,941 cited
  • 2009Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities1,605 cited
  • 2011Grounded Theory: A Practical Guide1,317 cited

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2011
Improved Learning in a Large-Enrollment Physics Class
1,270 cited
  • 2012A Framework for K-12 Science Education1,250 cited
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    • 2022The impact of e-learning, gender-groupings and learning pedagogies in biology undergraduate female and male students’ attitudes and achievement33 cited
    • 2021Investigating the active learning research landscape through a bibliometric analysis of an influential meta-analysis on active learning12 cited
    • 2023General Systems Theory and Boundary Crossing: Exploring the Relationship Between Zoo Educators and Elementary Educators2 cited