Teaching more by lecturing less.

By Jennifer Knight, W. Wood. Cell Biology Education, 2005

906 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a86d5fbc7b4af808ac032f1783947609eca18e11

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “Active learning involves talking and listening, writing, reading and reflecting, and it can increase exam scores over traditional formats (Knight & Wood, 2005; Yoder & Hochevar, 2005).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “A limited amount of research suggests that even incremental changes toward more student-centered approaches can enhance students’ learning (Derting and Ebert-May, 2010; Knight and Wood, 2005).”
Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades (2014, background): “Research on active learning has shown that it contributes to student learning, achievement, and engagement (Chaplan, 2009; Freeman et al., 2007; Knight & Wood, 2005; Prince, 2004).”
Clickers in the large classroom: current research and best-practice tips. (2007, methodology): “When clickers were used , students tended to view the instructor as more aware of students ' needs and the teaching style as more " immediate ( warm , friendly , close ) " ( Jackson and Trees , 2003 ; Nichol and Boyle , 2003 ) or caring ( Knight and Wood , 2005 ) .”
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning (2015, background): “This trend has been documented in a variety of science disciplines (e.g., Shaffer and McDermott, 1992; Jensen and Finley, 1996; Wright, 1996; Ebert-May et al., 1997; Crouch and Mazur, 2001; Knight and Wood, 2005).”
Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class (2010, background): “through active engagement in class have been shown to improve student performance (Hake, 1998; Knight and Wood, 2005; Michael, 2006; Freeman et al., 2007; Chaplin, 2009).”
Prescribed active learning increases performance in introductory biology (2007, background): “This study is one of many showing that active learning increases student performance in undergraduate science courses (e.g., Ebert-May et al., 1997; Mazur, 1997; Crouch and Mazur, 2001; Knight and Wood, 2005; McConnell et al., 2006).”
Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology. (2009, background): “CBE—Life Sciences Education Vol. 8, 203–213, Fall 2009 © 2009 by The American Society for Cell Biology 203 outcomes (Ebert-May et al., 1997; Hake, 1998; Udovic et al., 2002; Knight and Wood, 2005; Freeman et al., 2007) relative to a standard lecture format.”
Classes That Click: Fast, Rich Feedback to Enhance Student Learning and Satisfaction (2010, methodology): “” These findings, along with results from prior studies in science education (Crouch and Mazur, 2001; Mazur, 1997; Knight and Wood, 2005) showed that peer discussions almost always improved students’ ability to solve conceptual problems, are consistent with our findings.”