Helping less to strengthen active student-centred learning in exercise classes
Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Education › peer-review
Standard
Helping less to strengthen active student-centred learning in exercise classes. / Olsen, Mette Frahm.
Improving University Science Teaching and Learning - Pedagogical Projects 2019. ed. / Frederik V. Christiansen; Axel A. Arias. Copenhagen : Department of Science Education, University of Copenhagen, 2020. p. 267-274 (Improving University Science Teaching and Learning - Pedagogical Projects, Vol. 14).Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Education › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - CHAP
T1 - Helping less to strengthen active student-centred learning in exercise classes
AU - Olsen, Mette Frahm
N1 - CURIS 2020 NEXS 403
PY - 2020
Y1 - 2020
N2 - There is increasing focus on student centred and student activating learning in university teaching as an approach to enhance deeper and more meaningful learning among students (Prince, 2004). Many courses include a mix of lectures and exercise classes, where students get a chance to solve problems during exercises related to theoretical concepts presented in lectures. Although these exercise classes are student activating in nature, large diversity of the students often make it extremely challenging to find a level of questions that does not leave behind the weaker students, while still being relevant for the stronger students in the class.I have been involved as a teacher in exercises about nutritional epidemiology as a PhD student, about 10 years ago, and again recently as a Post Doc. Several minor changes to the approach have been made in the meantime, but the exercise classes are still not working well and suffer from problems arising from a huge variation in student background, experience and skills.
AB - There is increasing focus on student centred and student activating learning in university teaching as an approach to enhance deeper and more meaningful learning among students (Prince, 2004). Many courses include a mix of lectures and exercise classes, where students get a chance to solve problems during exercises related to theoretical concepts presented in lectures. Although these exercise classes are student activating in nature, large diversity of the students often make it extremely challenging to find a level of questions that does not leave behind the weaker students, while still being relevant for the stronger students in the class.I have been involved as a teacher in exercises about nutritional epidemiology as a PhD student, about 10 years ago, and again recently as a Post Doc. Several minor changes to the approach have been made in the meantime, but the exercise classes are still not working well and suffer from problems arising from a huge variation in student background, experience and skills.
M3 - Book chapter
T3 - Improving University Science Teaching and Learning - Pedagogical Projects
SP - 267
EP - 274
BT - Improving University Science Teaching and Learning - Pedagogical Projects 2019
A2 - Christiansen, Frederik V.
A2 - Arias, Axel A.
PB - Department of Science Education, University of Copenhagen
CY - Copenhagen
ER -
ID: 258084204