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Teachers as learners in a cooperative learning biochemistry class
Author(s) -
Osgood Marcy P.,
Mitchell Steve M.,
Anderson William L.
Publication year - 2005
Publication title -
biochemistry and molecular biology education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.34
H-Index - 39
eISSN - 1539-3429
pISSN - 1470-8175
DOI - 10.1002/bmb.2005.49403306394
Subject(s) - grading (engineering) , cooperative learning , class (philosophy) , mathematics education , psychology , teaching method , biochemistry , medical education , chemistry , computer science , engineering , medicine , artificial intelligence , civil engineering
Upper level college students majoring in biochemistry at the University of New Mexico have the opportunity to participate in an advanced biochemistry course entitled “Biochemistry Education.” This course introduces theories of teaching and learning, provides opportunities for participation in course organization, design, and assessment strategies, and requires practice in lecturing, exam writing, and grading. One component of this course required the biochemistry majors to act as educational assistants, leading problem‐based learning sessions in a cooperative learning introductory survey biochemistry course for nonmajors. Problem‐based learning scenarios used in this course were based on real‐life biochemistry problems. As a result of their participation, the educational assistants increased their understanding of the biochemistry principles, gained an appreciation for the difficulty of the job of a “good teacher,” developed new approaches to their own learning, and became more confident speakers. The participating biochemistry faculty were also positively affected by the collaborative approach they were attempting to model for the two sets of students and realized the benefits of truly cooperative team teaching.