Understanding the pedagogical practices of biochemistry and molecular biology academics
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Understanding the pedagogical practices of biochemistry and molecular biology academics Allen A. Espinosa1,2 · Heather Verkade3 · Terrence D. Mulhern4 · Jason M. Lodge5,6 Received: 20 August 2018 / Accepted: 4 December 2019 © The Australian Association for Research in Education, Inc. 2019
Abstract As higher education transitions from an exclusivist to a more accessible endeavour, class sizes are continuously increasing, prompting academics to explore different strategies to facilitate quality learning. In this paper, we explore the current practices of Australian biochemistry and molecular biology academics to understand how academics cope with the mass education context, and whether there are specific blocks to the introduction of active learning into these classrooms. We utilised inductive thematic analysis to identify the themes underpinning the pedagogical practices of a selection of academics in biochemistry and molecular biology. These data indicated that these academics: (1) consider themselves to be, and are, traditional teachers; (2) believe that their students will learn better the way that they were taught at university; (3) are trying to shift their teaching from traditional to non-traditional; and (4) practice reflective teaching. These findings suggest that these pedagogical practices are primarily influenced by the academics’ own presumptions and educational beliefs on how the specific discipline should be taught. Engagement in professional development appears to be influencing some academics to shift their teaching towards a more active and student-centred focus, but still, a lack of formal education qualification is holding many academics back from fully engaging with current pedagogical best practice. The findings in this study are broadly applicable to many higher education disciplines. Keywords Active learning · Teaching practices · Assessment practices · Pedagogical practices · Biochemistry and molecular biology
* Heather Verkade [email protected] Extended author information available on the last page of the article
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Introduction Active learning is one of the best strategies to ensure that classroom activities lead to long-term learning (Meyers and Jones 1993), especially in subjects that require critical thinking and problem-solving skills, such as in science, technology, engineering, and mathematics (STEM) disciplines (Armstrong et al. 2007; DeHaan 2005; Handelsman et al. 2004; Smith et al. 2005). However, active learning is often only minimally incorporated in most higher education classes (Aspland n.d.; EYLF Professional Learning Program 2010). This situation will not be improved unless we can understand why this is the case. One difficulty appears to be implementing active learning strategies in large classes (Fildes et al. 2015). This is a major challenge in most Australian biochemistry and molecular biology classes (e.g. Cavanagh 2011; Davis et al. 2012; Rowland et al. 2011, 2012; Verkade et al. 2017). For example, budge
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