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Increasing student involvement in lectures by error‐prone talks
Author(s) -
Tomaska Lubomir
Publication year - 2000
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 - 10.1111/j.1539-3429.2000.tb00160.x
Subject(s) - mathematics education , identification (biology) , simple (philosophy) , computer science , psychology , epistemology , biology , philosophy , botany
A substantial number of intermediate‐size courses take place in a format of the traditional lecture. However, due to their inherently passive nature, the lectures represent a relatively poor teaching technique. Here, I outline an effective approach for eliciting student involvement in the lecture. The approach named ‘the error‐prone talk’ is based on the students' identification of errors consciously generated by the teacher during the talk. A simple credit system motivates the students to actively participate in the course and has a positive impact on the level of the understanding of basic concepts. © 2000 IUBMB. Published by Elsevier Science Ltd. All rights reserved.