Thesis / Dissertation

Teaching STEM for conceptual change: Lessons from large classes in biomedical science

Allen Espinosa, Heather Verkade (ed.)

Published : 2019

Abstract

Despite the best efforts of academics, some students leave the undergraduate science courses with uncorrected misconceptions. There are several possible explanations for the persistence of misconceptions through and beyond undergraduate education, one of which is due to large class sizes. It seems, however, that large class teaching will be a continued response to the expansion of higher education. Therefore, it is imperative for academics to introduce teaching methods that are suited to large class settings and that will arrest problems that lead to uncorrected misconceptions. Conceptual change theory is one of the prevailing theoretical approaches to transforming misconceptions into conven..

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