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Group Problem-Solving Sessions Trump Lecture: Results of an Experiment in Teaching

Abstract

Despite mounting evidence that lectures alone are not the most effective way to help students gain knowledge, faculty in undergraduate science programs still use more student-centered teaching formats infrequently. Numerous barriers to change exist, including the assumption that less science content can be covered when student-centered teaching formats are adopted. In this study I show that the replacement of one hour of lecture per week in an introductory cell biology and genetics course with a group problem-solving session resulted in no reduction in science content covered and a significant increase in correct responses to knowledge, comprehension and application/analysis assessment items on the final exam.

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