Publications by authors named "Anna Jo J Auerbach"
Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals.
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- Not all instructors effectively use active-learning strategies, potentially due to differences in their teaching knowledge.
- This study examined how instructors plan and reflect on active-learning lessons in large classes, using interviews and video analysis to explore their teaching knowledge.
- Instructors practicing generative instruction, which encourages student understanding, demonstrated a more sophisticated use of pedagogical knowledge than those focused solely on activities, suggesting differences in teaching knowledge influence the effectiveness of active learning.
Background: Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation.
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