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A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

Hundley, Stacey A.

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Educational Studies: Hums, Science, Tech and Voc.
In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between groups based on the students outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.
David Haury (Advisor)
128 p.

Recommended Citations

Citations

  • Hundley, S. A. (2007). A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196191640

    APA Style (7th edition)

  • Hundley, Stacey. A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1196191640.

    MLA Style (8th edition)

  • Hundley, Stacey. "A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196191640

    Chicago Manual of Style (17th edition)