NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1216624
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
The Influence of Lecturers' Expectations of Students' Role in Meaning Making on the Nature of Their Powerpoint Slides and the Quality of Students' Note-Making: A First-Year Biology Class Context
Dukhan, Shalini; Brenner, Elisabeth; Cameron, Ann
African Journal of Research in Mathematics, Science and Technology Education, v23 n1 p100-110 2019
Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The "student-centred" lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' critical-thinking ability. The "student-directed" and "teacher-centred" lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, "student-directed" lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa