Transforming University Biochemistry Teaching Using Collaborative Learning and Technology - Ready, Set, Action Research!

Preface

Acknowledgments

Abbreviations

Chapter 1

Introducing the Study

1.1 Why Study a University-Level Classroom?

1.2 What Are My Objectives?

1.3 How Did I Structure This Book?

1.3.1 Ongoing Growth

1.3.2 Power of Narrative

1.3.3 Crises in the Postmodern World

1.3.4 Crisis of Representation

1.3.5 Crisis of Legitimation

1.3.6 Crisis in Praxis

1.4 Organization of Chapters

1.5 Source of Questionnaires

Chapter 2

Researching Science Teaching and Learning

2.1 Preview

2.2 Introduction

2.3 What’s Already Known?

2.3.1 Need for Reform

2.3.2 Research on Teaching Science in Higher Education

2.3.3 Research in College Science Teaching

2.3.3.1 General Issues

2.3.3.2 Using Impressionistic Tales

2.3.3.3 Looking at Chemistry Teaching

2.3.4 Preparing Future Teachers of Science and Mathematics

2.3.4.1 United States’ Goal for K-12 in Science and Mathematics

2.3.4.2 Improving Teacher Preparation in Science

2.4 Introduction to Case Study of a Biochemistry Classroom

2.4.1 How Do I Frame the Study?

2.4.2 What Are My Research Questions?

2.4.3 What Options Could I Choose to Transform My College Teaching?

2.4.4 What Genres Should I Use?

2.4.5 What Is This Study’s Significance?

Chapter 3

Developing a Research Practice

3.1 Preview

3.2 Choosing Theory as a Lens to Inform Research Practice

3.2.1 Matrix of Theoretical Frameworks

3.2.2 Theoretical Perspectives Utilized

3.2.2.1 Radical and Social Constructivism

3.2.2.2 Communities of Practice

3.2.2.3 Habermas’ Theory of Communicative Action

3.2.2.4 Sewell’s Theory on Structure.|.Agency

3.2.2.5 Cultural Historical Activity Theory

3.2.2.6 Multiperspective Approaches

3.2.3 Conducting a Qualitative Study

3.2.3.1 Fourth Generation Evaluation

3.2.3.2 Qualitative Data for the Action Research

Data sources

3.2.3.3 Categorizing and Sorting the Qualitative Data

3.3 Examining Criteria for a Qualitative Study

3.3.1 Quality Criteria for Ethnographic, Qualitative Data

3.3.2 Quality Criteria in Fiction Writing

3.3.2.1 Fiction Workshop Guidelines

3.3.2.2 Richardson’s Evocative Fictional Representation

3.3.3 Quality Criteria in the Metalogue

3.4 Handling and Managing Data

3.4.1 Ethical Issues

3.4.2 Facilities and Resources

3.4.2.1 Curtin University of Technology

3.4.2.2 Florida State University

3.4.2.3 National Research Council

3.4.2.4 National Association for Research in Science Teaching

3.5 Summarizing the Chosen Methodologies

Chapter 4

Writing a Story About Teaching University Science

4.1 Preview

4.2 Analyzing a Classroom by Writing a Story About It

4.2.1 How I Chose to Depict Learning

4.2.2 The Fictional Characters

Fictionalized Story from Biochemistry Classroom

4.3 Writing the Story

4.3.1 Data Sources – My Students

4.3.2 My Reflective Journal – When Writing the Story

4.3.2.1 Worksheets as a Tool to Writing

Abbreviated Worksheets for CRW 4120, Story 2

4.3.3 Critical Feedback to Others in Fiction Workshop

4.3.4 Point of View in Fiction

4.3.4.1 Who Speaks?

4.3.4.2 To Whom?

4.3.4.3 In What Form?

4.3.4.4 At What Distance from the Action?

4.3.4.5 With What Limitations?

4.3.5 My Perspective

4.4 Receiving Feedback on Story from My Students

4.4.1 Mary, an African American Future High School Science Teacher

4.4.2 Franklin, an African American Premedical Student

4.4.3 Manny and Rebeka, Two Graduate Students, Trying to Work and Learn in Their Collaborative Group

4.5 Summarizing the Chapter

Chapter 5

Students Collaborating in the Classroom

5.1 Preview

5.2 Utilizing Collaborative Learning

5.3 Deciding on Approaches to Teach My Students

5.3.1 Seeking Input from Biochemistry Colleagues

5.3.2 Site of My Action Research

5.4 Critiquing the Learning Environment

5.4.1 Teaching

5.4.1.1 Learning Through Lectures

5.4.1.2 Teacher Attributes

5.4.1.3 Compassion

5.4.1.4 Flexibility

5.4.1.5 Other Traits

5.4.1.6 Dealing with Other Issues

5.4.1.7 Credit Hours

5.4.1.8 Lack of Examinations

5.4.2 Collaborating

5.4.2.1 Group Presentations

5.4.2.2 Co-learners

5.4.2.3 Strong Points

5.4.2.4 Headaches

5.4.2.5 Suzanne’s Portfolio on Collaboration

5.4.2.6 Problem Sets

5.5 Collaborating More Effectively

5.6 Summing up Collaboration

Chapter 6

Students Using Technology in the Classroom

6.1 Preview

6.2 Learning to Use Technology in Teaching

6.2.1 Relevant Experiences in Technology Before Start of Action Research

6.2.2 Using Technology in Teaching Science

6.2.3 Utilizing Technology in My Action Research

6.2.4 Rubric: Web Site Construction and Portfolios

6.3 Examining Coherence and Contradictions Using Technology

6.3.1 Students Constructing Web Sites

6.3.1.1 Computer Skills

6.3.1.2 Web Learning

6.3.2 Web Writing

6.3.3 What Worked, What Did Not?

Chapter 7

Addressing the Problematic Issues of Bringing Reform in Science Teaching to Higher Education: Metaloguing with a Biochemistr

7.1 Preview

7.2 What Is a Metalogue?

7.3 Initial Metalogue with Professor Robley J. Light (1999–2002)

7.4 Resumption of the Metalogue in December 2003

7.4.1 Impressions on the Fictional Story

7.4.2 Value of Collaborative Learning

7.4.3 The Grading Issue Revisited

7.4.4 Depth of Learning

7.4.5 Science as “Truth”

7.4.6 Does Not Constructivism Apply to Educational Theory as Well?

7.4.7 Different Levels and Aspects of a Subject

7.4.8 Positive Reactions

7.5 Closing Thoughts on the Metalogue

Chapter 8

Reflecting on My Learning Through Action Research

8.1 Preview

8.2 Changing Ideas on Biochemistry Research

8.3 In Closing …

8.3.1 Reflecting on My Educational Autobiography

8.3.2 Summarizing My Learning Through Action Research

8.3.2.1 Reflecting on the Class

8.3.2.2 Reflecting on My Students’ Responses to Fictionalized Story

8.3.2.3 Reflecting on Quality Criteria

8.3.2.4 Reflecting on the Power of Educational Theory

8.3.2.5 Reflecting on Ideas to Implement in the Future Teaching

8.3.2.6 Reflecting on the Culture Within Higher Education

References

Author Index

Subject Index